Click here for the Knec Teacher Certificate in Adult Education Registration Portal
NHIF members are advised to seek assistance from National Hospital Insurance Fund (NHIF) customer service if they are dissatisfied with the way in which health services are delivered at the hospitals that treat them.
Speaking during sensitisation on the comprehensive medical insurance scheme for civil servants at a hotel in Kapenguria, the NHIF team leader David Kinara urged NHIF members to get in touch with NHIF customer care for assistance by calling the toll-free number 0800 720 601 or sending an email to info@nhif.or.ke, and customercare@nhif.or.ke or through social media on Facebook, Twitter, Instagram, or LinkedIn if they encounter a problem while seeking medical care from accredited hospitals that treat them.
“We have gotten good feedback, just a few issues with hospital access and prioritisation, but these are issues that we will iron out, and our clients with problems here and there can reach us for assistance and advice regarding the NHIF services,” he urged.
He went on: “We want to strongly urge you to contact us for support if you run into issues while seeking medical attention.”
Kinara said NHIF strives to provide effective, quick, and immediate services to all members.
“He said the mission of NHIF is to enhance the equitable and sustainable health and wellbeing of our community by cushioning them from financial hardship,” he emphasised.
Kinara reaffirmed that the NHIF’s service platform has been automated and that members can contact them through info@nhif.or.ke, and customercare@nhif.or.ke for assistance, among other platforms.
He claimed that by using the Unstructured Supplementary Service Data (USSD) code *155# and the NHIF App, the customer self-care services platform has aided in service delivery and lessened congestion in the NHIF stations.
He urged members to use the Comprehensive National Hospital Insurance Fund Medical Scheme without engaging in fraudulent activity.
Kinara also cautions against colluding with medical facilities in exchange for money.
He declared that anyone found in violation of the NHIF regulations would face legal action.
He advised members to use the Comprehensive National Insurance Fund Medical Scheme wisely and to protect it because it is for their benefit.
West Pokot acting Deputy County Commissioner Ruth Wachera called upon the civil servants to wisely use their health insurance coverage allocation.
Ms Wachera further encouraged civil servants to take advantage of the annual medical check by going for at least one physical examination to detect any current and future health issues that might develop in their bodies silently without their knowledge and seek early treatment.
” Early detection of diseases helps to avoid current and future health issues, and early detection makes treatment more comfortable, and I urge all civil servants to take advantage of the annual medical check allocation to go for a medical check-up,” she reiterated.
She disclosed that, generally, civil servants are very appreciative of the scheme and would like to continue using it for their health needs.
On his part,Union of Kenya Civil Servants (UKCS) national organizing secretary Wilson Asingo said the medical scheme is good because it ensures civil servants are in good health so they can discharge their duties to the citizenry.
Asingo urged the civil servants to guard the medical scheme by utilising their annual fund allocation well and avoiding visiting high-cost hospitals for minor ailments.
He further reiterated the need for civil servants to have an annual medical checkup, noting that monitoring and evaluation exercises have disclosed that such medical services are underutilised by members.
Free Biology Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4
CHANGAMWE SECONDARY School 2021/2022 KCSE Results Analysis, Grade Count
CHANGAMWE SECONDARY School recorded a fair result in the 2021 KCSE exams. Below is the full analysis of the school’s KCSE 2021/2022 performance. Get to see the school’s mean grade, grade count analysis and number of students who qualified for university degree courses.
HERE IS THE SCHOOL’S 2021/2022 KCSE RESULTS ANALYSIS IN FULL
GRADE | ENTRY | A | A- | B+ | B | B- | C+ | C | C- | D+ | D | D- | E | X | 2021 MSS | 2020 MSS | Dev | |
NO OF CANDIDATES | 177 | 0 | 0 | 0 | 0 | 1 | 2 | 12 | 21 | 32 | 48 | 55 | 5 | 1 | 3.33 | 3.38 | -0.05 | |
SCHOOL MEAN GRADE | D (plain) | . | . | |||||||||||||||
UNIVERSITY DIRECT ENTRY | 3 | . | . | |||||||||||||||
TOTAL CANDIDATES | 177 | . | . | |||||||||||||||
% DIRECT ENTRY | 1.694915 | . | . |
Close to 46,000 teachers are yet to declare their wealth online ahead of the deadline slated for 31/12/2019. All teachers in employment under TSC are required to declare their Income, Assets and Liabilities
The online portal has been open since 1st November 2019.
The Kenyan law requires all public officers to declare their wealth; periodically. This declaration is made online and there are hefty penalties for officers who fail to declare their income, assets and liabilities within the stipulated time. According to the Public Ethics Act of 2003, It is mandatory for all public officers to declare their income, assets and liabilities once in every two years.
Any teacher in TSC employment who fails to submit a Declaration or gives false or misleading information is liable to a fine of Kshs. 1,000,000 or imprisonment for a term not exceeding (1) one year or both upon conviction.
COUNTY | SUB COUNTY | SCHOOL NAME | FIRST NAME | MIDDLE NAME | LAST NAME |
KISUMU | KISUMU CENTRAL | ARINA PRIMARY SCHOOL | John | Kennedy | Okello |
KISUMU | KISUMU CENTRAL | ARINA PRIMARY SCHOOL | Josephine | Achieng | Gumba |
KISUMU | KISUMU CENTRAL | ARINA PRIMARY SCHOOL | Warren | Amolloh | Dorothy |
KISUMU | KISUMU CENTRAL | ARINA PRIMARY SCHOOL | Winnie | Aluoch | Mboya |
KISUMU | KISUMU CENTRAL | ARYA PRIMARY SCHOOL | Akinyi | Okore | Ruth |
KISUMU | KISUMU CENTRAL | ARYA PRIMARY SCHOOL | Emma | Moraa | Orina |
KISUMU | KISUMU CENTRAL | ARYA PRIMARY SCHOOL | Pauline | Mulaha | Okello |
KISUMU | KISUMU CENTRAL | ARYA PRIMARY SCHOOL | Perez | Asigo | Magollo |
KISUMU | KISUMU CENTRAL | BISHOP ABIERO SHAURIMOYO SECONDARY SCHOOL | Anna | Tetii | Akinyi |
KISUMU | KISUMU CENTRAL | BISHOP ABIERO SHAURIMOYO SECONDARY SCHOOL | Anne | Atieno | Opiyo |
KISUMU | KISUMU CENTRAL | BISHOP ABIERO SHAURIMOYO SECONDARY SCHOOL | Dorothy | Mikal | Modi |
KISUMU | KISUMU CENTRAL | BISHOP ABIERO SHAURIMOYO SECONDARY SCHOOL | Elvira | Akinyi | Gero |
KISUMU | KISUMU CENTRAL | BISHOP ABIERO SHAURIMOYO SECONDARY SCHOOL | Eunice | Anyango | Nyaare |
KISUMU | KISUMU CENTRAL | BISHOP ABIERO SHAURIMOYO SECONDARY SCHOOL | Herbert | Onyango | Juma |
KISUMU | KISUMU CENTRAL | BISHOP ABIERO SHAURIMOYO SECONDARY SCHOOL | Peter | Auka | Oduor |
KISUMU | KISUMU CENTRAL | CENTRAL PRY | Emma | Adhiambo | Walaga |
KISUMU | KISUMU CENTRAL | CENTRAL PRY | Lydia | Anyango | Ochieng |
KISUMU | KISUMU CENTRAL | DUNGA PRY | Brian | Wuone | Otieno |
KISUMU | KISUMU CENTRAL | DUNGA PRY | Eunice | Adhiambo | Ouma |
KISUMU | KISUMU CENTRAL | DUNGA PRY | Grace | Akinyi | Polo |
KISUMU | KISUMU CENTRAL | DUNGA PRY | Lilian | Achieng | Abele |
KISUMU | KISUMU CENTRAL | DUNGA PRY | Ruth | Millicent | Adhiambo |
KISUMU | KISUMU CENTRAL | DUNGA PRY | Tobias | Oyuko | Ongare |
KISUMU | KISUMU CENTRAL | EZRA GUMBE PRIMARY SCHOOL | Carolyne | Jeptarus | Kemei |
KISUMU | KISUMU CENTRAL | EZRA GUMBE PRIMARY SCHOOL | Pamellah | Ambiyo | Ananda |
KISUMU | KISUMU CENTRAL | HIGHWAY PRIMARY SCHOOL | Irene | Atieno | Kisero |
KISUMU | KISUMU CENTRAL | HIGHWAY PRIMARY SCHOOL | Margaret | Chedeye | Muteshi |
KISUMU | KISUMU CENTRAL | HIGHWAY PRIMARY SCHOOL | Teresa | Adhiambo | Muhor |
KISUMU | KISUMU CENTRAL | JOEL OMINO S. S. | Damackline | Nyaboke | Gechiko |
KISUMU | KISUMU CENTRAL | JOEL OMINO S. S. | Mary | Adhiambo | Muma |
KISUMU | KISUMU CENTRAL | JOYLAND SPECIAL | Arthur | Ayott | McOnyino |
KISUMU | KISUMU CENTRAL | JOYLAND SPECIAL | Everlyne | Agola | Odiemo |
KISUMU | KISUMU CENTRAL | JOYLAND SPECIAL | Sam | Odhiambo | Owino |
KISUMU | KISUMU CENTRAL | JOYLAND SPECIAL SEC | Enock | Agutu | |
KISUMU | KISUMU CENTRAL | JOYLAND SPECIAL SEC | Methuselah | Asero | Otieno |
KISUMU | KISUMU CENTRAL | JOYLAND SPECIAL SEC | Raphael | Ondijo | Ondijo |
KISUMU | KISUMU CENTRAL | KALOLENI PRIMARY SCHOOL | Mohammed | Bakuli | Riziki |
KISUMU | KISUMU CENTRAL | KEN OBURA SEC. SCH. | Everlyne | Aoko | Otieno |
KISUMU | KISUMU CENTRAL | KEN OBURA SEC. SCH. | Moses | “Titus Okello” | Otiende |
KISUMU | KISUMU CENTRAL | KIBUYE GIRLS PRIMARY SCHOOL | Anne | Dorothy | Musumba |
KISUMU | KISUMU CENTRAL | KIBUYE GIRLS PRIMARY SCHOOL | Paul | “Martin Omons” | Ondijo |
KISUMU | KISUMU CENTRAL | KIBUYE MIXED SCHOOL | Angeline | Akinyi | Oreme |
KISUMU | KISUMU CENTRAL | KIBUYE MIXED SCHOOL | Beatrice | Kemuma | Makini |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Brenda | Akinyi | Owuor |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Caroline | Achieng | Okello |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Edna | Nyamoita | Obare |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Everline | Adhiambo | Otieno |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Fatuma | Rashid | Sadara |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Gilbert | Odhiambo | |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Peter | Ouma | Obwogo |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Veronicah | Ayuma | Otieno |
KISUMU | KISUMU CENTRAL | KISUMU BOYS’ HIGH SCHOOL | Willis | Barrack | Odhiambo |
KISUMU | KISUMU CENTRAL | KISUMU DAY SEC | Booker | Odhiambo | Agutu |
KISUMU | KISUMU CENTRAL | KISUMU DAY SEC | Evalyne | Kaptuya | Kiplangat |
KISUMU | KISUMU CENTRAL | KISUMU DAY SEC | Jackton | Okong’o | Otiende |
KISUMU | KISUMU CENTRAL | KISUMU DAY SEC | Joseph | Kesohole | Ngusale |
KISUMU | KISUMU CENTRAL | KISUMU DAY SEC | Mildred | Achewa | Onyango |
KISUMU | KISUMU CENTRAL | KISUMU DAY SEC | Sylvia | Mwikali | Musyimi |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Alphonce | Okumu | Guda |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Christine | Achieng | Odero |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | George | Morema | Angira |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Grace | Anyango | Ogoye |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Hamida | Kanda | Okusimba |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Joseph | Zachaeus | Oduor |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Nereah | Auma | Tieli |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Samwel | Ojwang | Ondigo |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Truphosa | Atieno | Rew |
KISUMU | KISUMU CENTRAL | KISUMU GIRLS HIGH | Victor | Onyango | Ongwen |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Auma | A | Guda |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Betty | Amondi | Oganda |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Chrisostom | Odaya | Aleri |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | James | “Otiende Jacq” | Majiwa |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Jared | Shem | Okore |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | John | Kuruma | Mwangi |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Joseph | O | Onywera |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Josphat | Kaluli | |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Joyce | “Akinyi Oduor” | Nyanjomo |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Mark | Muranda | Luvisia |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Noah | Okundi | Okundi |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Peterson | Ombogo | Onchagwa |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Philemon | Ouma | Bulwa |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Siara | Okello | Josphat |
KISUMU | KISUMU CENTRAL | Kisumu Polytechnic | Thomas | Mongare | Ongwacho |
KISUMU | KISUMU CENTRAL | KISUMU UNION | Anne | Akumu | Ramadhan |
KISUMU | KISUMU CENTRAL | KISUMU UNION | Boniface | Stephen | Mbanda |
KISUMU | KISUMU CENTRAL | KISUMU UNION | Daniel | Odiwuor | Amollo |
KISUMU | KISUMU CENTRAL | KISUMU UNION | Elizabeth | Akinyi | Okuta |
KISUMU | KISUMU CENTRAL | KISUMU UNION | Florence | Atieno | Ochola |
KISUMU | KISUMU CENTRAL | KISUMU UNION | Kennedy | Wasingo | Omondi |
KISUMU | KISUMU CENTRAL | KISUMU UNION | Lilian | Anyango | Odindo |
KISUMU | KISUMU CENTRAL | KISUMU UNION | Maurice | Magaya | Anzaye |
KISUMU | KISUMU CENTRAL | KONDELE PRY | Dorah | Akinyi | Ouma |
KISUMU | KISUMU CENTRAL | KONDELE PRY | Everlyne | “Oyoo Mito” | Adhiambo |
KISUMU | KISUMU CENTRAL | KOSAWO | Rose | Atieno | Ochieng |
KISUMU | KISUMU CENTRAL | KOSAWO | Rose | Antonine | Masolo |
KISUMU | KISUMU CENTRAL | KOSAWO | Rosemary | Atieno | Manyala |
KISUMU | KISUMU CENTRAL | KUDHO PRY | Eddy | Ronald | Owuor |
KISUMU | KISUMU CENTRAL | KUDHO PRY | James | Nyagaka | Nyabengi |
KISUMU | KISUMU CENTRAL | KUDHO PRY | Margaret | Awour | Oliech |
KISUMU | KISUMU CENTRAL | KUDHO PRY | Monica | Awuor | Ajulu |
KISUMU | KISUMU CENTRAL | KUDHO PRY | Teresa | Juma | Onyango |
KISUMU | KISUMU CENTRAL | LAKE PRY | Charles | Aduda | Ouko |
KISUMU | KISUMU CENTRAL | LIONS HIGH SCHOOL | Erick | “Odhiambo Nyalwa” | Okoth |
KISUMU | KISUMU CENTRAL | LIONS HIGH SCHOOL | Florence | Adhiambo | Adika |
KISUMU | KISUMU CENTRAL | LIONS HIGH SCHOOL | Joy | Nyangasi | Kirungu |
KISUMU | KISUMU CENTRAL | LIONS HIGH SCHOOL | Judith | “Achieng Odera” | Kawa |
KISUMU | KISUMU CENTRAL | LIONS HIGH SCHOOL | Maurice | Okiso | Ouko |
KISUMU | KISUMU CENTRAL | LIONS HIGH SCHOOL | Michael | “Austin Onyango” | Wambedha |
KISUMU | KISUMU CENTRAL | LIONS HIGH SCHOOL | Pamela | Adhiambo | Onyango |
KISUMU | KISUMU CENTRAL | LUTHERAN SPECIAL | Elizabeth | Atieno | Ogeno |
KISUMU | KISUMU CENTRAL | LUTHERAN SPECIAL | Gilbert | Okallo | Otwoma |
KISUMU | KISUMU CENTRAL | LUTHERAN SPECIAL | Judith | Minayo | Ang’alika |
KISUMU | KISUMU CENTRAL | LUTHERAN SPECIAL | Mark | Sewe | Odhiambo |
KISUMU | KISUMU CENTRAL | LUTHERAN SPECIAL | Maurice | Matete | Nyambo |
KISUMU | KISUMU CENTRAL | LUTHERAN SPECIAL | Ruth | Adhiambo | Oluoch |
KISUMU | KISUMU CENTRAL | M.M. Shah Pri Sch | Joyce | Atieno | Odera |
KISUMU | KISUMU CENTRAL | M.M. Shah Pri Sch | Ruth | Amondi | |
KISUMU | KISUMU CENTRAL | MAGADI PRY | Asenath | Auma | Ochieng |
KISUMU | KISUMU CENTRAL | MAGADI PRY | Cecilia | Juma | Odhiambo |
KISUMU | KISUMU CENTRAL | MAGADI PRY | Jael | Nyaboke | Nyamongo |
KISUMU | KISUMU CENTRAL | MAGADI PRY | Livingstone | Ndalo | Bonyo |
KISUMU | KISUMU CENTRAL | MAGADI PRY | Philemon | Omondi | Onialo |
KISUMU | KISUMU CENTRAL | MAGADI PRY | Trezah | Patricia | Achieng |
KISUMU | KISUMU CENTRAL | MANYATTA ARAB | Dorothy | “Kemunto Mirieri” | Nyamuro |
KISUMU | KISUMU CENTRAL | MANYATTA ARAB | Lucas | Onyango | Aduwa |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Calvin | Simon | Ochieng |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Elias | Okoth | Owiti |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Florence | Ogeto | Ochieng |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Joyce | Atieno | Otieno |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Mary | Achieng | Obaso |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Mary | “Gorety Achieng” | Omolo |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Noah | Okoth | Omolo |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Pacific | Auma | Ben |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Rebecca | Atieno | Onyango |
KISUMU | KISUMU CENTRAL | Manyatta Primary School | Rosemary | Adhiambo | Abong’o |
KISUMU | KISUMU CENTRAL | MIGOSI PRY | Addah | Adhiambo | Oburu |
KISUMU | KISUMU CENTRAL | MIGOSI PRY | Andrew | Onyango | Ogutu |
KISUMU | KISUMU CENTRAL | MIGOSI PRY | Everlyne | Awour | Ouma |
KISUMU | KISUMU CENTRAL | MIGOSI PRY | Irene | Adhiambo | Acholla |
KISUMU | KISUMU CENTRAL | MIGOSI PRY | Jane | Akinyi | Oddenyo |
KISUMU | KISUMU CENTRAL | MIGOSI PRY | Kephas | Agure | Odoyo |
KISUMU | KISUMU CENTRAL | MIGOSI PRY | Noel | Khasandi | Clarke |
KISUMU | KISUMU CENTRAL | MIGOSI PRY | Teresa | Akinyi | Nyakinya |
KISUMU | KISUMU CENTRAL | OBINJU KANYAKWAR | Judith | Opiyo | Ojiem |
KISUMU | KISUMU CENTRAL | OBINJU KANYAKWAR | Margaret | Atieno | Okello |
KISUMU | KISUMU CENTRAL | SHAURIMOYO | Lilian | Achieng | Onyatta |
KISUMU | KISUMU CENTRAL | ST. IGNATIUS LOYOLA SEC- MAGADI | Derrick | Omondi | Oliech |
KISUMU | KISUMU CENTRAL | ST. IGNATIUS LOYOLA SEC- MAGADI | Irene | Auma | Hawi |
KISUMU | KISUMU CENTRAL | ST. IGNATIUS LOYOLA SEC- MAGADI | Kevin | Oyoo | Adede |
KISUMU | KISUMU CENTRAL | ST. IGNATIUS LOYOLA SEC- MAGADI | Roseanne | Akinyi | Okiyo |
KISUMU | KISUMU CENTRAL | ST. JOHNS CHRISOMTOM KUDHO | Boniface | Okello | Muya |
KISUMU | KISUMU CENTRAL | ST. JOHNS CHRISOMTOM KUDHO | Humphrey | Mbeya | Matiebo |
KISUMU | KISUMU CENTRAL | ST. PAULS KANYAKWAR | Ambrose | Omolo | |
KISUMU | KISUMU CENTRAL | ST. PAULS KANYAKWAR | Delvin | Moraa | Nyabayo |
KISUMU | KISUMU CENTRAL | ST. PAULS KANYAKWAR | Millicent | Adhiambo | Otieno |
KISUMU | KISUMU CENTRAL | ST. PETERS NANGA SEC | Etheltruda | Akelo | Agina |
KISUMU | KISUMU CENTRAL | ST. PETERS NANGA SEC | Fredrick | Onyango | Jode |
KISUMU | KISUMU CENTRAL | ST. PETERS NANGA SEC | Lily | “F Okore” | Nyagol |
KISUMU | KISUMU CENTRAL | ST. THERESAS KIBUYE GIRLS SEC | Angelina | Akinyi | Sawa |
KISUMU | KISUMU CENTRAL | ST. THERESAS KIBUYE GIRLS SEC | Charles | Nyawara | |
KISUMU | KISUMU CENTRAL | ST. VITALIS NANGA PRIMARY SCHOOL | Barabara | Awuor | Okara |
KISUMU | KISUMU CENTRAL | ST. VITALIS NANGA PRIMARY SCHOOL | Edward | “Javan Ouma” | Mogenya |
KISUMU | KISUMU CENTRAL | ST. VITALIS NANGA PRIMARY SCHOOL | Jenipher | Adhiambo | Okoth |
KISUMU | KISUMU CENTRAL | ST. VITALIS NANGA PRIMARY SCHOOL | Tobias | Onyango | Otieno |
KISUMU | KISUMU CENTRAL | VICTORIA | Christine | Ann | Apondi |
KISUMU | KISUMU CENTRAL | VICTORIA | Millicent | Anyango | Nedia |
KISUMU | KISUMU CENTRAL | VICTORIA | Ruth | Akinyi | Muganda |
KISUMU | KISUMU CENTRAL | VICTORIA | Tabitha | Awuor | Owiti |
KISUMU | KISUMU CENTRAL | XAVERIAN PRY | Lucy | Aluoch | Akun |
KISUMU | KISUMU CENTRAL | XAVERIAN PRY | Mary | Apondi | Arek |
KISUMU | KISUMU CENTRAL | XAVERIAN PRY | Miriam | Atieno | Oyier |
KISUMU | KISUMU CENTRAL | XAVERIAN PRY | Paul | Masingo | Omondi |
KISUMU | KISUMU CENTRAL | XAVERIAN PRY | Rose | Kwamboka | Onchiri |
KISUMU | KISUMU CENTRAL | XAVERIAN SEC | Mary | Odinga | Odhiambo |
KISUMU | KISUMU EAST | ALANGO | Collins | Odhiambo | Opiyo |
KISUMU | KISUMU EAST | ALANGO | Joan | Akinyi | Odhiambo |
KISUMU | KISUMU EAST | ALANGO | Joseph | “M Omondi” | Sonye |
KISUMU | KISUMU EAST | ANGIRA PRY | George | Owino | Oketch |
KISUMU | KISUMU EAST | ANGIRA PRY | Linet | Kemunto | Mosembe |
KISUMU | KISUMU EAST | ANGIRA PRY | Margaret | “Ochogo Milka” | Awino |
KISUMU | KISUMU EAST | ANGIRA PRY | Mical | Osindi | Akech |
KISUMU | KISUMU EAST | ANYWANG | Godfrey | Onyango | Odhiambo |
KISUMU | KISUMU EAST | ANYWANG | Moses | Mugah | Oderoh |
KISUMU | KISUMU EAST | ANYWANG | Peter | Owira | Oluoch |
KISUMU | KISUMU EAST | Ayaro | Godfrey | Seveni | Shikali |
KISUMU | KISUMU EAST | Ayaro | Jane | Apiyo | Gila |
KISUMU | KISUMU EAST | Ayaro | Marcellus | Auja | Odum |
KISUMU | KISUMU EAST | BUKNA PRY | Isabel | Akola | |
KISUMU | KISUMU EAST | BUKNA PRY | Millicent | Atieno | Odindo |
KISUMU | KISUMU EAST | BUKNA PRY | Naomi | Boke | Matiko |
KISUMU | KISUMU EAST | BUKNA PRY | Victoria | Aoko | Omwalo |
KISUMU | KISUMU EAST | BUNGU PRY | Charles | Osano | Odhiambo |
KISUMU | KISUMU EAST | BUNGU PRY | Irene | Atieno | Olala |
KISUMU | KISUMU EAST | BUOYE PRY | Josephine | Nyamoita | Achuti |
KISUMU | KISUMU EAST | CHIGA PRIMARY SCHOOL | Joseph | Juma | Okiri |
KISUMU | KISUMU EAST | DR. ALOO GUMBI SEC | Alice | Nyakerario | Nyasaka |
KISUMU | KISUMU EAST | DR. ALOO GUMBI SEC | Hawa | Atieno | Otieno |
KISUMU | KISUMU EAST | DR. ALOO GUMBI SEC | Joan | Adhiambo | Otieno |
KISUMU | KISUMU EAST | DR. ALOO GUMBI SEC | Josephat | Lumumba | Shimei |
KISUMU | KISUMU EAST | DR. ALOO GUMBI SEC | Judith | Gesare | Itumbe |
KISUMU | KISUMU EAST | DR. ALOO GUMBI SEC | Pamela | Aloo | Omego |
KISUMU | KISUMU EAST | DR. ALOO GUMBI SEC | Samson | Owino | Madanji |
KISUMU | KISUMU EAST | DR. ALOO GUMBI SEC | Vivian | Sonye | Juma |
KISUMU | KISUMU EAST | GOT NYABONDO PRY | Peter | Otieno | Ooko |
KISUMU | KISUMU EAST | GOT NYABONDO SEC | Chepkoech | Langat | |
KISUMU | KISUMU EAST | KASAGAM SECONDARY SCHOOL | Beryl | Awuor | Ater |
KISUMU | KISUMU EAST | KASAGAM SECONDARY SCHOOL | Irene | Awuor | Nyimbaye |
KISUMU | KISUMU EAST | KASAGAM SECONDARY SCHOOL | Jared | “Meja Koyoo” | Onyango |
KISUMU | KISUMU EAST | KASAGAM SECONDARY SCHOOL | Mical | Anyango | Owuor |
KISUMU | KISUMU EAST | KASAGAM SECONDARY SCHOOL | Rita | Atieno | Ouko |
KISUMU | KISUMU EAST | KASAGAM SECONDARY SCHOOL | Sam | Odongo | Nicanor |
KISUMU | KISUMU EAST | KASAGAM SECONDARY SCHOOL | Susan | Akinyi | Ogola |
KISUMU | KISUMU EAST | KASSAGAM PRY | Esau | Ogada | Nyandaya |
KISUMU | KISUMU EAST | KASSAGAM PRY | Israel | Abuga | Ondieki |
KISUMU | KISUMU EAST | KASSAGAM PRY | Joan | “Okan Nancy” | Oteto |
KISUMU | KISUMU EAST | KASSAGAM PRY | Mary | “Awino Awalla” | Otieno |
KISUMU | KISUMU EAST | KIANJA PRY | Maureen | Ouma | Nyakhanga |
KISUMU | KISUMU EAST | KIBOS PRIMARY | Joan | Akinyi | Obiero |
KISUMU | KISUMU EAST | KIBOS PRIMARY | Kingsley | Omondi | Akumu |
KISUMU | KISUMU EAST | KIBOS PRIMARY | Rose | Oyoo | |
KISUMU | KISUMU EAST | KIBOS SEC | Alice | Akpth | Owino |
KISUMU | KISUMU EAST | KIBOS SEC | Leah | Awuor | Otieno |
KISUMU | KISUMU EAST | KIBOS SEC | Philip | Otieno | Okuku |
KISUMU | KISUMU EAST | KIBOS SEC | Vidah | Anyango | Willy |
KISUMU | KISUMU EAST | KIBOS SEC | Washwgtone | Omondi | Odongo |
KISUMU | KISUMU EAST | KINDU RC | Emma | Atieno | Ochieng |
KISUMU | KISUMU EAST | KINDU RC | Millicent | Aluoch | Oginga |
KISUMU | KISUMU EAST | KINDU RC | Samuel | Midigo | Obondo |
KISUMU | KISUMU EAST | MAYENYA PRIMARY SCHOOL | Catherine | Adhiambo | Ochieng |
KISUMU | KISUMU EAST | NYAIMBO PRY | Charles | Omondi | Obadha |
KISUMU | KISUMU EAST | NYAIMBO PRY | Peterlis | Osunga | Osieko |
KISUMU | KISUMU EAST | NYALUNYA SECONDARY | David | Otieno | Radiro |
KISUMU | KISUMU EAST | NYALUNYA SECONDARY | Ruth | Awino | Athumani |
KISUMU | KISUMU EAST | NYAMASARIA PRIMARY SCHOOL | Cila | Onyango | Ng’ong’a |
KISUMU | KISUMU EAST | NYAMASARIA PRIMARY SCHOOL | Erick | Otieno | Osee |
KISUMU | KISUMU EAST | NYAMASARIA PRIMARY SCHOOL | John | Oluoch | Odhier |
KISUMU | KISUMU EAST | NYAMASARIA PRIMARY SCHOOL | Pamela | Anyango | Opot |
KISUMU | KISUMU EAST | NYAMASARIA PRIMARY SCHOOL | Rebecca | Adhiambo | Omondi |
KISUMU | KISUMU EAST | NYAMASARIA SEC | Anne | Nyambura | Okwisia |
KISUMU | KISUMU EAST | NYAMASARIA SEC | Irene | Achieng’ | Muga |
KISUMU | KISUMU EAST | NYAMASARIA SEC | Ruth | Atieno | Nduma |
KISUMU | KISUMU EAST | NYAMASARIA SEC | Sarah | “Aduma Obewa” | Omollo |
KISUMU | KISUMU EAST | NYAMONGE PRY | Rose | _ | Adhiambo |
KISUMU | KISUMU EAST | NYAMONGE PRY | Zablon | Otieno | Outa |
KISUMU | KISUMU EAST | NYATEGE PRY | Calvine | Owuor | Ogola |
KISUMU | KISUMU EAST | NYATEGE PRY | Micah | Aloo | Oluoch |
KISUMU | KISUMU EAST | OBINO PRY | Jared | Ouma | Ndolo |
KISUMU | KISUMU EAST | OBWOLO PRY | Catherine | Awuor | Oduor |
KISUMU | KISUMU EAST | OBWOLO PRY | Erastus | Omari | Ogeu |
KISUMU | KISUMU EAST | OBWOLO PRY | Jedah | “Pamela Awino” | Ogada |
KISUMU | KISUMU EAST | OBWOLO PRY | Linnet | Achieng | Ooro |
KISUMU | KISUMU EAST | OBWOLO PRY | Pauline | Adhiambo | Okal |
KISUMU | KISUMU EAST | OBWOLO PRY | Ruth | Amolo.O | Bodo |
KISUMU | KISUMU EAST | OBWOLO PRY | Sylvia | Apiyo | Oyugi |
KISUMU | KISUMU EAST | OBWOLO PRY | William | Omondi | Okich |
KISUMU | KISUMU EAST | OBWOLO SEC | Jason | Makongo | Osotsi |
KISUMU | KISUMU EAST | OBWOLO SEC | Mary | Njeri | Ngaruiya |
KISUMU | KISUMU EAST | OBWOLO SEC | Nathaniel | Odiwuor | Onditi |
KISUMU | KISUMU EAST | OBWOLO SEC | Tom | Omondi | Odero |
KISUMU | KISUMU EAST | OBWOLO SEC | Yvonne | “Adhiambo O” | Ayieko |
KISUMU | KISUMU EAST | OKAGO PRIMARY | Carolyne | Akinyi | Alugah |
KISUMU | KISUMU EAST | OKAGO PRIMARY | Clifford | Okumu | Oketch |
KISUMU | KISUMU EAST | OKAGO PRIMARY | Walter | Awich | Olima |
KISUMU | KISUMU EAST | OKOK PRY | Bonface | Ochieng | Amenya |
KISUMU | KISUMU EAST | OKOK PRY | Ignatius | Omondi | Olando |
KISUMU | KISUMU EAST | OMUNGI | Sebestian | Ainda | Atieno |
KISUMU | KISUMU EAST | ONGADI PRY | Everlyn | Wambua | |
KISUMU | KISUMU EAST | ONGADI PRY | Gilbert | Ong’any | Otene |
KISUMU | KISUMU EAST | ORONGO MIXED SEC. SCHOOL | Fredrick | Owino | Obiero |
KISUMU | KISUMU EAST | ORONGO MIXED SEC. SCHOOL | James | Ogola | Apiyo |
KISUMU | KISUMU EAST | ORONGO MIXED SEC. SCHOOL | Judith | Akinyi | Okombo |
KISUMU | KISUMU EAST | ORONGO MIXED SEC. SCHOOL | Leonard | Otieno | Oricho |
KISUMU | KISUMU EAST | Orongo PRY | Annita | Murugi | Kamwea |
KISUMU | KISUMU EAST | Orongo PRY | Caroline | Odhiambo | Auma |
KISUMU | KISUMU EAST | Orongo PRY | Irene | Loyce | Aloo |
KISUMU | KISUMU EAST | Orongo PRY | Judith | Awino | Oduor |
KISUMU | KISUMU EAST | RAE KAJULU | Dorcas | Adhiambo | Awuor |
KISUMU | KISUMU EAST | RAE KANYAIKA PRY | Irene | Atieno | Ouma |
KISUMU | KISUMU EAST | RAE KANYAIKA PRY | Mary | Okoth | Amondi |
KISUMU | KISUMU EAST | RARIEDA KALOO | Elijah | Ongosi | Momanyi |
KISUMU | KISUMU EAST | RARIEDA KALOO | Emily | Akoth | Onjweru |
KISUMU | KISUMU EAST | RENJA MIXED SEC SCH | Douglas | Oruko | Makasembo |
KISUMU | KISUMU EAST | RENJA PRIMARY SCHOOL | John | Abong’o | Wagude |
KISUMU | KISUMU EAST | RWEYA | Amos | Odeny | Deya |
KISUMU | KISUMU EAST | RWEYA | Phenny | Achieng | Okello |
KISUMU | KISUMU EAST | SENIOR CHIEF ONUNGA | Esther | “Anyango Owuor” | Oloo |
KISUMU | KISUMU EAST | SENIOR CHIEF ONUNGA | Jacinter | Anyango | Kasenye |
KISUMU | KISUMU EAST | ST. ALBERTS ANGIRA | Akoth | Esther | Oriedo |
KISUMU | KISUMU EAST | ST. ALBERTS ANGIRA | Stephen | Guga | Mbala |
KISUMU | KISUMU EAST | ST. JOHN’S ORIANG PRY | David | Odero | Owino |
KISUMU | KISUMU EAST | ST. MARK’S NYABERA | Duncan | Otieno | Ogola |
KISUMU | KISUMU EAST | ST. MARK’S NYABERA | Elizabeth | Achieng | Gembo |
KISUMU | KISUMU EAST | ST. MARK’S NYABERA | Michael | Odera | Okech |
KISUMU | KISUMU EAST | ST.PETER’S KINDU SEC SCHOOL | Clifford | Ouma | Onyango |
KISUMU | KISUMU EAST | ST.PETER’S KINDU SEC SCHOOL | Kuusa | Rhodah | |
KISUMU | KISUMU EAST | TIDO PRY | Agnes | Awuor | Asembo |
KISUMU | KISUMU EAST | TIDO PRY | Judith | Kemunto | Omwocha |
KISUMU | KISUMU EAST | TIDO PRY | Pamela | Adhiambo | Sika |
KISUMU | KISUMU EAST | TIDO PRY | Wilfrida | Anyango | Oluoch |
KISUMU | KISUMU EAST | WANDIEGE | Moses | Otunga | Okusi |
KISUMU | KISUMU WEST | ABOGE PRI SCH | Humphrey | Muchera | Lusiji |
KISUMU | KISUMU WEST | ABOGE PRI SCH | Joseph | “Peter Nyawara” | Omondi |
KISUMU | KISUMU WEST | AGULU PRI SCH | Dalmas | _ | Olengo |
KISUMU | KISUMU WEST | AKINGLI | George | Odhiambo | Ouko |
KISUMU | KISUMU WEST | AKINGLI | Judith | Adhiambo | Okongo |
KISUMU | KISUMU WEST | ALARA | Beatrice | Aoko | Owido |
KISUMU | KISUMU WEST | ALARA | Calleb | Nyamunga | Otieno |
KISUMU | KISUMU WEST | BAR ANDINGO PRI SCH | Leonard | Otieno | Otiende |
KISUMU | KISUMU WEST | BAR – UNION S.S. | Fredrick | Oketch | Otae |
KISUMU | KISUMU WEST | BAR – UNION S.S. | Fredrick | Ochieng | |
KISUMU | KISUMU WEST | BAR – UNION S.S. | Geoffrey | Murila | Akhahukkwa |
KISUMU | KISUMU WEST | BAR – UNION S.S. | Julia | Auma | Kute |
KISUMU | KISUMU WEST | BAR – UNION S.S. | Salome | Amondi | Olango |
KISUMU | KISUMU WEST | BARA | Ferdinard | Misati | Mecha |
KISUMU | KISUMU WEST | BARA | Naomi | Nakhumicha | Kilaha |
KISUMU | KISUMU WEST | BARANDINGO | Edwin | Ooko | Owino |
KISUMU | KISUMU WEST | BARANDINGO | Vitalis | Oduor | Ogola |
KISUMU | KISUMU WEST | BAROGWAL | Martha | Achieng | Oyugi |
KISUMU | KISUMU WEST | BAROGWAL | Paul | Solomon | Opiyo |
KISUMU | KISUMU WEST | BARUNION | Ayaro | Pauline | Adhiambo |
KISUMU | KISUMU WEST | BISHOP OKOTH OJOLLA GIRLS. | Daizy | Chepkemoi | Omondi |
KISUMU | KISUMU WEST | BISHOP OKOTH OJOLLA GIRLS. | Gephas | Odhiambo | Alphonce |
KISUMU | KISUMU WEST | BISHOP OKOTH OJOLLA GIRLS. | Janet | Amoke | Adongo |
KISUMU | KISUMU WEST | BISHOP OKOTH OJOLLA GIRLS. | Mariciana | Lihemo | Cheti |
KISUMU | KISUMU WEST | BISHOP OKOTH OJOLLA GIRLS. | Maurice | Adipo | Okoth |
KISUMU | KISUMU WEST | BISHOP OKOTH OJOLLA GIRLS. | Rhoda | Akinyi | Muga |
KISUMU | KISUMU WEST | CHULAIMBO S.S. | Dorice | Angila | Aindi |
KISUMU | KISUMU WEST | CHULAIMBO S.S. | Duncan | Otieno | Owiye |
KISUMU | KISUMU WEST | CHULAIMBO S.S. | Joseph | Ogoye | Amimo |
KISUMU | KISUMU WEST | CHULAIMBO S.S. | Maurice | Odhiambo | Okuku |
KISUMU | KISUMU WEST | CHULAIMBO S.S. | Moses | Abungu | Amoko |
KISUMU | KISUMU WEST | CHULAIMBO S.S. | Victor | Onyango | Ouno |
KISUMU | KISUMU WEST | CHULAIMBO PRI SCH | Benson | Owek | |
KISUMU | KISUMU WEST | DAGO THIM SEC. SCH. | Caren | Cherotich | |
KISUMU | KISUMU WEST | DAGO THIM SEC. SCH. | Edna | Akoth | Owino |
KISUMU | KISUMU WEST | DAGO THIM SEC. SCH. | Evans | Omondi | Ondu |
KISUMU | KISUMU WEST | DAGOKOKORE | Emily | Karagai | Mwale |
KISUMU | KISUMU WEST | DAGOTHIM | Alice | Juma | Okello |
KISUMU | KISUMU WEST | DAGOTHIM | Symon | Onyango | Okello |
KISUMU | KISUMU WEST | DR ROBERT OUKO | Addah | Adhiambo | Owako |
KISUMU | KISUMU WEST | ELUHOBE | Moses | Otundo | Omulimi |
KISUMU | KISUMU WEST | ELUHOBE PRI SCH | Joshua | Omondi | Agumbi |
KISUMU | KISUMU WEST | ESIVALU PRIMARY | Haman | Nyakuti | Mitira |
KISUMU | KISUMU WEST | GETA | Catherine | Awino | Agumba |
KISUMU | KISUMU WEST | GOMBE KOKULO | Sharone | Atieno | Juma |
KISUMU | KISUMU WEST | GOMBE KOKULO PRI SCH | Erick | Ochieng | Munje |
KISUMU | KISUMU WEST | GONGO | Alphonce | Akungu | Okwach |
KISUMU | KISUMU WEST | HUMA PRI SCH | Awour | Onyango | Emma |
KISUMU | KISUMU WEST | KANYAMEDHA | Linah | Wambui | Gwara |
KISUMU | KISUMU WEST | KANYAMEDHA | Wilson | Odhiambo | Opee |
KISUMU | KISUMU WEST | kanyamedha sec mixed | David | “Dedan Dawa” | Ogal |
KISUMU | KISUMU WEST | kanyamedha sec mixed | John | Ochieng | Osala |
KISUMU | KISUMU WEST | kanyamedha sec mixed | Samson | Otieno | Asesa |
KISUMU | KISUMU WEST | KANYAMONY | Margaret | Omanje | Oluoch |
KISUMU | KISUMU WEST | KAWINO | Lewis | Owino | Ochieng |
KISUMU | KISUMU WEST | KAWINO | Peter | Onyango | Aduogo |
KISUMU | KISUMU WEST | KAWINO PRI SCH | Truphena | Mary | Ogola |
KISUMU | KISUMU WEST | KIBWAYI | Dorcah | Magoma | Gesora |
KISUMU | KISUMU WEST | KIREMBE | John | Oludhe | Onyango |
KISUMU | KISUMU WEST | KIREMBE | Sylvia | Vivian | Otieno |
KISUMU | KISUMU WEST | KIREMBE SECONDARY SCHOOL | Charles | Odhiambo | |
KISUMU | KISUMU WEST | KIREMBE SECONDARY SCHOOL | Moses | “Ezekiel Abongo” | Abayo |
KISUMU | KISUMU WEST | Kisian Secondary School | Michael | Otieno | Ogirah |
KISUMU | KISUMU WEST | KODIAGA | Masline | Okeyo | |
KISUMU | KISUMU WEST | KUOYO MIXED SEC. | Beatrice | Achieng | Okeno |
KISUMU | KISUMU WEST | KUOYO MIXED SEC. | Stephen | Omondi | Ong’ete |
KISUMU | KISUMU WEST | KUOYO PRI SCH | Refa | “Omufwoko Nashon” | Ayoma |
KISUMU | KISUMU WEST | LWALA KADAWA S.S. | Nancy | Atieno | Owiti |
KISUMU | KISUMU WEST | LWALA KADAWA PRI SCH | Elizabeth | “Akinyi Rael” | Onyango |
KISUMU | KISUMU WEST | MALIERA | Fredrick | Otieno | Magaga |
KISUMU | KISUMU WEST | MALIERA | Joyce | Vaati | Mwendwa |
KISUMU | KISUMU WEST | MARERA | Austine | Olouch | Odhiambo |
KISUMU | KISUMU WEST | MARERA | Olgah | Achieng | Okuku |
KISUMU | KISUMU WEST | MASENO GIRLS BOARDING PRI SCH | Willyce | Awuor | Owiti |
KISUMU | KISUMU WEST | MASENO S.S. | Damar | Achieng | Omondi |
KISUMU | KISUMU WEST | MASENO S.S. | Dennis | Wanyonyi | Barasa |
KISUMU | KISUMU WEST | MASENO S.S. | Edward | Omondi | Amadi |
KISUMU | KISUMU WEST | MASENO S.S. | Gordon | Otti | Ogutu |
KISUMU | KISUMU WEST | MASENO S.S. | Joackim | Otieno | Oloo |
KISUMU | KISUMU WEST | MASENO S.S. | Petronillah | Shumula | Mutenyi |
KISUMU | KISUMU WEST | MASENO MIXED PRI SCH | Jane | Akinyi | Otieno |
KISUMU | KISUMU WEST | MASENO MIXED PRI SCH | Ochieng | Irene | Adhiambo |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | Beatrice | Nekesa | Makokha |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | Benson | Willis | Kutwa |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | David | Omukamba | Eshihuula |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | Godfrey | “Gawo George” | Otieno |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | Herine | Akelo | Musingo |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | Joseph | Oloo | |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | Monicah | Auma | Omeno |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | Moses | Kibet | Muigey |
KISUMU | KISUMU WEST | Maseno Sch For Deaf | Pamellah | Adoyo | Akhama |
KISUMU | KISUMU WEST | MBAKAOROMO | Ruth | Odoyo | Ochieng |
KISUMU | KISUMU WEST | MBAKAOROMO | Vivian | Achieng | Winda |
KISUMU | KISUMU WEST | MBAKAROMO PRI SCH | Naomi | F | Ayuma |
KISUMU | KISUMU WEST | MBOTO SUNRIOSE | Maurice | Ouma | Ochieng |
KISUMU | KISUMU WEST | NAMETSA PRI SCH | Shadrack | Ajwang | Otieno |
KISUMU | KISUMU WEST | NGEGE | Alina | Hagalole | Okumu |
KISUMU | KISUMU WEST | NYADUONG PRI SCH | Enocka | Nyesi | Obondo |
KISUMU | KISUMU WEST | NYADUONG PRI SCH | Nancy | Asava | Javagala |
KISUMU | KISUMU WEST | NYAKONGO PRI SCH | George | Onyango | Adeya |
KISUMU | KISUMU WEST | NYANGINJA | Chrispine | Juma | Owuor |
KISUMU | KISUMU WEST | NYANGINJA | Perez | Auma | Oyombe |
KISUMU | KISUMU WEST | NYANG’INJA SECONDARY | Nancy | “Akinyi Otuoma” | Juma |
KISUMU | KISUMU WEST | OBAMBO SECONDARY SCHOOL | Anne | Achieng’ | Ojowi |
KISUMU | KISUMU WEST | OBAMBO SECONDARY SCHOOL | Kelvin | Odhiambo | Okoth |
KISUMU | KISUMU WEST | OBAMBO SECONDARY SCHOOL | Michael | Owoyo | Akula |
KISUMU | KISUMU WEST | OBAMBO SECONDARY SCHOOL | Moses | “Awino Erastus” | Omollo |
KISUMU | KISUMU WEST | OBAMBO SECONDARY SCHOOL | Wicliffe | Ooko | Ogal |
KISUMU | KISUMU WEST | ODOWA PRI SCH | Jackline | Ang’iya | Kuya |
KISUMU | KISUMU WEST | OGADA S.S. | Silvester | Otiato | Okech |
KISUMU | KISUMU WEST | OGADA S.S. | Tania | Adhiambo | Opollo |
KISUMU | KISUMU WEST | OGADA PRIMARY | Agnes | Christine | Anyango |
KISUMU | KISUMU WEST | OGADA PRIMARY | Kennedy | Onyino | Owiti |
KISUMU | KISUMU WEST | OGAL | Daniel | Owenga | Ojuok |
KISUMU | KISUMU WEST | OGAL | Godwin | Awuor | Ojung’a |
KISUMU | KISUMU WEST | OGAL | Sheila | Otieno | Awuor |
KISUMU | KISUMU WEST | Ogal Pri Sch | Allan | Ochieng | Ondiege |
KISUMU | KISUMU WEST | Ogal Pri Sch | Daisy | Akoth | Ogony |
KISUMU | KISUMU WEST | OGONGO | Martin | Odhiambo | Otieno |
KISUMU | KISUMU WEST | Okore Ogonda Pri Sch | Lydiah | Khavosa | Karanja |
KISUMU | KISUMU WEST | Okore Ogonda Pri Sch | Redempter | “Adhiambo P.” | Aruah |
KISUMU | KISUMU WEST | OLUOWA PRI SCH | Elly | Ochieng | Adero |
KISUMU | KISUMU WEST | ONGALO MIXED S.S. | Kennedy | Otieno | Okito |
KISUMU | KISUMU WEST | ONGALO PRI | Richard | Kellion | Obonyo |
KISUMU | KISUMU WEST | ORINDE | Godfrey | Namwaba | Adochi |
KISUMU | KISUMU WEST | ORINDE | Millicent | Awuor | Onyango |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Beatrice | Akinyi | |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Charles | Wuodi | Okomo |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Elly | Bens | Awando |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | George | Ongaga | Oeta |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Getrude | Aume | Agwanda |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Gilbert | Okina | Ouma |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Happy | M | Mmbono |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | James | K | Olubayo |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | John | Omondi | Owoko |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Jorim | Okeyo | Guya |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Reuben | Peru | Njeremani |
KISUMU | KISUMU WEST | Ramogi Inst.of Technology | Samuel | Owino | Anyango |
KISUMU | KISUMU WEST | ROTA | Nyigilo | Phelix | Castro |
KISUMU | KISUMU WEST | SABAKO | Rebecca | Patricia | Ochieng |
KISUMU | KISUMU WEST | SABAKO | Regina | Luda | Achola |
KISUMU | KISUMU WEST | SABEMBE | Mary | Adhiambo | Aredo |
KISUMU | KISUMU WEST | SABEMBE SEC. SCHOOL | Amos | Ojwang | Ongete |
KISUMU | KISUMU WEST | SABEMBE SEC. SCHOOL | Immaculate | Sidi | Audi |
KISUMU | KISUMU WEST | SIANDA MIXED SECONDARY SCH. | David | Otieno | Omollo |
KISUMU | KISUMU WEST | SIANDA PRI SCH | Diana | Anyango | Oulo |
KISUMU | KISUMU WEST | SIANDA PRI SCH | Ritah | Aoko | Odongo |
KISUMU | KISUMU WEST | SIDIKA PRY | Ambrose | Masudi | Ayieko |
KISUMU | KISUMU WEST | SINYOLO GIRLS S.S. | Beryl | Achieng | Ombonya |
KISUMU | KISUMU WEST | SINYOLO GIRLS S.S. | Dianah | Kemuma | Nyabuto |
KISUMU | KISUMU WEST | SINYOLO GIRLS S.S. | Dorothy | Anyango | Sande |
KISUMU | KISUMU WEST | SINYOLO GIRLS S.S. | Joyce | Ongoche | Mwandihi |
KISUMU | KISUMU WEST | SINYOLO GIRLS S.S. | Moses | Odongo | |
KISUMU | KISUMU WEST | SINYOLO GIRLS S.S. | Nicholas | Ogweno | Odoyo |
KISUMU | KISUMU WEST | SINYOLO GIRLS S.S. | Phelix | Omondi | Onyango |
KISUMU | KISUMU WEST | SINYOLO GIRLS S.S. | Vincent | Owuor | Migoya |
KISUMU | KISUMU WEST | SINYOLO PRI SCH | Charles | Omondi | Obel |
KISUMU | KISUMU WEST | SINYOLO PRI SCH | Vincent | Odera | |
KISUMU | KISUMU WEST | ST ALOYS OJOLA | Ambrose | Odhiambo | Ombogo |
KISUMU | KISUMU WEST | ST MARY GORRETY OLUOWA SECONDARY SCHOOL | Rahab | Kerubo | Samo |
KISUMU | KISUMU WEST | St. Antony Dago Kokore Secondary School | Beatrice | Adhiambo | Ombeng |
KISUMU | KISUMU WEST | St. Antony Dago Kokore Secondary School | Hillary | Benedict | Oyamo |
KISUMU | KISUMU WEST | St. Antony Dago Kokore Secondary School | Phillip | Omondi | Onyango |
KISUMU | KISUMU WEST | SUNGA PRI SCH | Charles | Ismael | Agumbi |
KISUMU | KISUMU WEST | THIMBONDE | Florence | Achieng | Manguro |
KISUMU | KISUMU WEST | TIENG’RE MIXED SEC. SCHOOL | Josephine | Juma | Aoro |
KISUMU | KISUMU WEST | TIENG’RE MIXED SEC. SCHOOL | Peter | Okari | Masenge |
KISUMU | KISUMU WEST | ULALO MIXED SEC | Moses | Omondi | Ponge |
KISUMU | KISUMU WEST | ULALO MIXED SEC | Walter | Odhiambo | Nondi |
KISUMU | KISUMU WEST | ULALO PRI SCH | Julie | Atieno | Ochieng |
KISUMU | KISUMU WEST | URADI | Duncan | Mindembi | Ouko |
KISUMU | KISUMU WEST | USOMA | Edna | Adhiambo | Okech |
KISUMU | KISUMU WEST | WACHARA | George | “Okongo Zacharia” | Onyange |
KISUMU | KISUMU WEST | WACHARA SEC SCH | Dinah | Onyango | Owuor |
KISUMU | KISUMU WEST | YATHRATENG | Gideon | Omondi | Orori |
KISUMU | KISUMU WEST | YATHRATENG | Mark | Mukwana | Baiyia |
KISUMU | MUHORONI | ACHEGO GIRLS SECONDARY | Agnes | Akinyi | Obwar |
KISUMU | MUHORONI | ACHEGO GIRLS SECONDARY | Amos | Owino | Adera |
KISUMU | MUHORONI | ACHEGO GIRLS SECONDARY | Everlyne | Okula | Achieng |
KISUMU | MUHORONI | ACHEGO GIRLS SECONDARY | Michael | Okoth | Obosi |
KISUMU | MUHORONI | ACHEGO GIRLS SECONDARY | Philemon | Kipketer | Kolum |
KISUMU | MUHORONI | ACHEGO GIRLS SECONDARY | Sagina | Pendo | Shimanyula |
KISUMU | MUHORONI | AMILO PRI SCH | Wycliffe | Nyangaresi | Ongeri |
KISUMU | MUHORONI | ANGOGO | Sophia | Ayieko | Obongo |
KISUMU | MUHORONI | Arch Bishop Okoth Ochoria | Chepkoskei | _ | Philipine |
KISUMU | MUHORONI | Arch Bishop Okoth Ochoria | Zablon | Jumbe | Shiundu |
KISUMU | MUHORONI | BACHO | Anthony | Otieno | Ayot |
KISUMU | MUHORONI | BACHO | Knight | Nasimiyu | Nyongesa |
KISUMU | MUHORONI | CHEMELIL FACTORY PRI SCH | Arnold | Odhiambo | Oduogo |
KISUMU | MUHORONI | CHEMELIL FACTORY PRI SCH | Priscah | Awuor | |
KISUMU | MUHORONI | Cheptuiyet | Gabriel | Ouya | Owino |
KISUMU | MUHORONI | Dr. Robert Ouko | Joseph | Odhiambo | Ochieng |
KISUMU | MUHORONI | Dr. Robert Ouko | Yukabeth | Ajwang | Ogutu |
KISUMU | MUHORONI | God Abuoro Secondary School | Beatrice | Atieno | Muga |
KISUMU | MUHORONI | God Abuoro Secondary School | Dan | Samuel | Omondi |
KISUMU | MUHORONI | God Nyithindo | Florence | Akoth | Ayim |
KISUMU | MUHORONI | Got Ruke | John | Arum | Nyangoro |
KISUMU | MUHORONI | Got Ruke | Kepha | Samba | Adino |
KISUMU | MUHORONI | Got Ruke | Titus | Oginga | Nyamolo |
KISUMU | MUHORONI | Got Ruke | Wilson | Agisu | Guya |
KISUMU | MUHORONI | Jaber | Hezborne | Ogalo | Rombo |
KISUMU | MUHORONI | Kandege | Jane | Achieng | |
KISUMU | MUHORONI | Kandege | Jessica | Aoko | Magana |
KISUMU | MUHORONI | Kandege | Peter | Otieno | Guya |
KISUMU | MUHORONI | Kandege | Skeeter | Jepkoech | Kiplagat |
KISUMU | MUHORONI | KANGO PRI SCH | Tobias | Okeyo | Olweny |
KISUMU | MUHORONI | KEYO PRI SCH | Richard | Ojwang | Owiti |
KISUMU | MUHORONI | KIBIGORI | James | Otieno | Randa |
KISUMU | MUHORONI | KIBIGORI railway PRI SCH | Josephine | Akinyi | Miruka |
KISUMU | MUHORONI | KIBIGORI railway PRI SCH | Quinter | Akinyi | Omollo |
KISUMU | MUHORONI | KIBIGORI SEC SCH | Ambrose | Odhiambo | Koyo |
KISUMU | MUHORONI | KIBIGORI SEC SCH | Janet | Sellah | Orikko |
KISUMU | MUHORONI | KIBOS PRISON PRI SCH | Vincent | Guda | Ong’or |
KISUMU | MUHORONI | Kibos Special School For The Blind | Stephen | Jackline | Nzilani |
KISUMU | MUHORONI | Kibos Special Secondary School | Alex | Odhiambo | Odero |
KISUMU | MUHORONI | Kibos Special Secondary School | Denis | Kimutai | Kirui |
KISUMU | MUHORONI | Kibos Special Secondary School | Naboth | Oketch | Oluloh |
KISUMU | MUHORONI | Kibos Special Secondary School | Norman | Ogembo | Owala |
KISUMU | MUHORONI | Kibos Special Secondary School | Sammy | Shitika | Luvonga |
KISUMU | MUHORONI | KIGOCHE PRI SCH | Grace | Anne | Atieno |
KISUMU | MUHORONI | Kipchorian | Dickens | Ochieng | Odongo |
KISUMU | MUHORONI | Kipturi | Margaret | Atieno | Okello |
KISUMU | MUHORONI | KODHIAMBO PRI SCH | Fredrick | Chadwick | Otieno |
KISUMU | MUHORONI | KODHIAMBO PRI SCH | Jackline | Atieno | Achola |
KISUMU | MUHORONI | KORE PRI SCH | Maureen | Awuor | Owino |
KISUMU | MUHORONI | Koru G | Bernard | Odhiambo | Nyaoro |
KISUMU | MUHORONI | Koru G | David | Okoth | Amolo |
KISUMU | MUHORONI | Koru G | Erick | Omondi | Awak |
KISUMU | MUHORONI | Koru G | Lucas | Oginga | Kisaka |
KISUMU | MUHORONI | Koru G | Mercy | “Anne Anyango” | Opondo |
KISUMU | MUHORONI | Koru G | Persilah | “Adhiambo Aduda” | Otieno |
KISUMU | MUHORONI | Koru G | Ronny | Otieno | Ogolla |
KISUMU | MUHORONI | Koru G | Susan | Gakii | Mburung’a |
KISUMU | MUHORONI | KORU ST. JOHN’S PRIMARY SCHOOL | Christine | Nyanchama | Ombako |
KISUMU | MUHORONI | KORU TOWNSCHIP PRIM SCH | Deborah | Moureen | Okiro |
KISUMU | MUHORONI | KORU TOWNSCHIP PRIM SCH | Edita | Adhiambo | Wamani |
KISUMU | MUHORONI | Kware Primary School | Nicholas | “Tom Aggay” | Omollo |
KISUMU | MUHORONI | Kware Primary School | Philip | Magak | Okayo |
KISUMU | MUHORONI | LWALA PRI SCH | Paul | Akombo | Amollo |
KISUMU | MUHORONI | MAGARE PRI SCH | Bernard | Kiprono | Too |
KISUMU | MUHORONI | MAGARE PRI SCH | Duncan | Ochieng | Onyango |
KISUMU | MUHORONI | Mariwa | Celyne | Ogara | Okiri |
KISUMU | MUHORONI | Mariwa | Moses | Ochieng | Oburu |
KISUMU | MUHORONI | Mariwa | Nancy | Chepkirui | |
KISUMU | MUHORONI | Mariwa Mixed | George | Opiyo | Oimba |
KISUMU | MUHORONI | Mariwa Mixed | Judy | Chepkorir | Tanui |
KISUMU | MUHORONI | Mariwa Mixed | Seth | “Omondi Brown” | Otute |
KISUMU | MUHORONI | MASARA MIXED SEC | Geoffrey | Kipkorir | Ruttoh |
KISUMU | MUHORONI | MASARA MIXED SEC | Hope | Adhiambo | Digo |
KISUMU | MUHORONI | MASARA PRI SCH | Joseph | Akello | Oyamo |
KISUMU | MUHORONI | MASARA PRI SCH | Peter | Ogwel | Akeno |
KISUMU | MUHORONI | Menara | William | Obanda | Amos |
KISUMU | MUHORONI | MIKIRIA PRIMARY | Carolyne | Achieng | Onditi |
KISUMU | MUHORONI | MIKIRIA PRIMARY | Francis | Ayieko | Onyuro |
KISUMU | MUHORONI | MIKIRIA PRIMARY | Kepher | Ochieng | Otieno |
KISUMU | MUHORONI | MILENYE PRI SCH | Charles | Onunga | Athembo |
KISUMU | MUHORONI | MILENYE PRI SCH | Simion | Kipkoech | Mutai |
KISUMU | MUHORONI | MINYANGE PRI SCH | Richard | Odhiambo | Okuku |
KISUMU | MUHORONI | MINYANGE PRI SCH | Roselyne | Ayoko | |
KISUMU | MUHORONI | MIWANI S.S. | Grace | Wasiaya | Mukiri |
KISUMU | MUHORONI | MIWANI S.S. | Joseph | Ouma | Oduor |
KISUMU | MUHORONI | MIWANI S.S. | Peter | “Alfred Opiyo” | Kwaka |
KISUMU | MUHORONI | MIWANI S.S. | Willis | Ochieng’ | Abong’o |
KISUMU | MUHORONI | Miwani Secion III Pri Sch | Jared | Odhiambo | Ojwando |
KISUMU | MUHORONI | Muhoroni Factory | Judith | Awino | Odhiambo |
KISUMU | MUHORONI | Muhoroni Primary | Esther | Zighe | Mwadime |
KISUMU | MUHORONI | Muhoroni Primary | George | Onyango | Gawo |
KISUMU | MUHORONI | Muhoroni Primary | Joab | Ong’alo | Ngala |
KISUMU | MUHORONI | Muhoroni Secondary | Henry | Fredrick | Akal |
KISUMU | MUHORONI | Muhoroni Secondary | Meshak | Opiyo | Owuor |
KISUMU | MUHORONI | Muhoroni Secondary | Rehema | Atieno | Odero |
KISUMU | MUHORONI | Muhoroni Township | Leah | Atieno | Opondo |
KISUMU | MUHORONI | Mutwala | Richard | Kiprono | Kitur |
KISUMU | MUHORONI | Mutwala Girls | Gladys | Mose | Kwamboka |
KISUMU | MUHORONI | Mutwala Girls | Joseph | Bala | Otieno |
KISUMU | MUHORONI | Mutwala Girls | Maurice | Omondi | Abonyo |
KISUMU | MUHORONI | Mutwala Girls | Ruth | Awuor | Ouko |
KISUMU | MUHORONI | MWAI ABIERO OGEN SEC SCH | Samuel | Okonjo | Ouko |
KISUMU | MUHORONI | MWAI ABIERO OGEN SEC SCH | Stanley | Okoth | Makolale |
KISUMU | MUHORONI | NGENY PRI SCH | Anselim | Ochieng | Oduor |
KISUMU | MUHORONI | NGENY PRI SCH | Obedy | Osotsi | Imbukwa |
KISUMU | MUHORONI | Ng’eny Sch For Hearing Impaired | Emaculate | Juma | Otieno |
KISUMU | MUHORONI | Ng’eny Sch For Hearing Impaired | Lucas | Otieno | Omondi |
KISUMU | MUHORONI | NGENY SEC SCHOOL | Isaiah | Onyango | Ogonji |
KISUMU | MUHORONI | NGENY SEC SCHOOL | Thomas | Mumbo | Oyugi |
KISUMU | MUHORONI | NGERE KAGORO | Ezekiel | Odhiambo | Nyabok |
KISUMU | MUHORONI | NGERE KAGORO MIXED | Brenda | Atieno | Akatch |
KISUMU | MUHORONI | NGERE KAGORO MIXED | Edgar | Onyango | Awuondo |
KISUMU | MUHORONI | NGERE KAGORO MIXED | Geofffrey | Omondi | Obura |
KISUMU | MUHORONI | NGERE KAGORO MIXED | Martin | Ondoro | Owinyo |
KISUMU | MUHORONI | NGERE KAGORO MIXED | Sospeter | Ochieng | Arodi |
KISUMU | MUHORONI | NGITI PRI SCH | Augustine | Omondi | Owuondo |
KISUMU | MUHORONI | NYADUNDO PRIMARY | Joseph | Ongere | Rawaka |
KISUMU | MUHORONI | NYAKOKO S.S. | Nancy | Awino | Ogutu |
KISUMU | MUHORONI | NYAKOKO S.S. | Olivia | Pamelah | Odhiambo |
KISUMU | MUHORONI | NYAKOKO S.S. | Thomas | Nyamodi | Nyapola |
KISUMU | MUHORONI | NYAKOKO PRI SCH | Antonina | Auma | Otieno |
KISUMU | MUHORONI | NYAKUNGURU PRI SCH | Maurice | Otieno | Ogaja |
KISUMU | MUHORONI | NYAKUNGURU PRI SCH | Peter | Oyuko | Ojako |
KISUMU | MUHORONI | NYALENYA PRI SCH | Caroline | Jerusa | Anyango |
KISUMU | MUHORONI | Nyando | Grace | Margaret | Aluoch |
KISUMU | MUHORONI | Nyando | Jacob | Ojwang | Onyango |
KISUMU | MUHORONI | Nyando Mixed | Franciscar | Yator | |
KISUMU | MUHORONI | Nyando Mixed | George | Obunde | Otieno |
KISUMU | MUHORONI | Nyang’ Primary School | Joshua | Okelo | |
KISUMU | MUHORONI | NYANGORE PRIMARY | Judith | Chepchirchir | Kipruto |
KISUMU | MUHORONI | NYANGORE PRIMARY | Rose | Adoyo | Owiti |
KISUMU | MUHORONI | NYANGOTO PRI SCH | Jeremiah | Otieno | Mbata |
KISUMU | MUHORONI | NYANGOTO PRI SCH | Silas | Juma | Dimire |
KISUMU | MUHORONI | NYATAO PRI SCH | Maureen | Adhiambo | Jalang’o |
KISUMU | MUHORONI | OBIAYO | Helida | Anyango | Rabok |
KISUMU | MUHORONI | OBIAYO | Henry | Otieno | |
KISUMU | MUHORONI | ODUWO PRI SCH | Hesbon | Ogada | Odhiambo |
KISUMU | MUHORONI | ODUWO PRI SCH | Micah | Akal | Obongo |
KISUMU | MUHORONI | ODUWO PRI SCH | Nancy | Aketch | Ojwang |
KISUMU | MUHORONI | OKWACH PRI SCH | Lilian | Amondi | Anyumba |
KISUMU | MUHORONI | OLIK OLIERO SEC SCH | Leah | Apindi | Amoke |
KISUMU | MUHORONI | OLIK OLIERO SEC SCH | Martin | Juma | Odindo |
KISUMU | MUHORONI | Omanyi Secondary School | RENNISH | OBUYA | |
KISUMU | MUHORONI | OMBEYI SEC SCHOOL | Andrew | Omondi | Oloo |
KISUMU | MUHORONI | OMBEYI SEC SCHOOL | Diana | Matinde | Kombo |
KISUMU | MUHORONI | ONENO NAM PRI SCH | Stephen | Owaka | Kwach |
KISUMU | MUHORONI | ORAGO PRI. | Morris | Opiyo | Odawa |
KISUMU | MUHORONI | OSEMBE PRI SCH | John | Gwada | Bala |
KISUMU | MUHORONI | OSEMBE PRI SCH | Phenny | Auma | Obwanda |
KISUMU | MUHORONI | OSENG’ETETI PRIMARY | Christine | Achieng | Okuom |
KISUMU | MUHORONI | OSENG’ETETI PRIMARY | Linet | Akinyi | Odhiambo |
KISUMU | MUHORONI | Oyani | Duncan | Otieno | Odero |
KISUMU | MUHORONI | PADRE PIO MASOGO GIRLS’ | Antony | Odhiambo | Odera |
KISUMU | MUHORONI | PADRE PIO MASOGO GIRLS’ | Juno | Amando | Onyango |
KISUMU | MUHORONI | PAWTENG PRIM | Dickson | Misigo | |
KISUMU | MUHORONI | PAWTENG PRIM | Fredrick | Odek | Odera |
KISUMU | MUHORONI | PAWTENG PRIM | Victor | Ochieng | Omollo |
KISUMU | MUHORONI | PROF AYIECHO OBUMBA SEC SCH | Nicholas | Otieno | Odero |
KISUMU | MUHORONI | PROF AYIECHO OBUMBA SEC SCH | Paul | Omolo | Omolo |
KISUMU | MUHORONI | RAMULA PRI SCH | Claris | Akinyi | Oyende |
KISUMU | MUHORONI | SANGAYO PRI SCH | Paul | Odhiambo | Saoke |
KISUMU | MUHORONI | Songhor Sec | Luke | Agola | Okal |
KISUMU | MUHORONI | ST PATRICKS ODUWO SEC | David | Asol | Otieno |
KISUMU | MUHORONI | ST PATRICKS ODUWO SEC | Jacob | Odie | Ondiege |
KISUMU | MUHORONI | ST. BONIFACE MAGARE SEC SCH | Dorice | Tabu | Omer |
KISUMU | MUHORONI | St. Cornelius Nyangoto Secondary School | Florence | Cherotich | |
KISUMU | MUHORONI | St. Cornelius Nyangoto Secondary School | Vincent | Ouma | Wandera |
KISUMU | MUHORONI | St. George Wuok Primary School | Ogolla | “A Paul” | Muna |
KISUMU | MUHORONI | St. Johns Lwala Mixed Day Sec. School | Isaac | Mjumbe | Miguda |
KISUMU | MUHORONI | St. Johns Lwala Mixed Day Sec. School | John | “Calvins Owino” | Ogutu |
KISUMU | MUHORONI | St. Johns Lwala Mixed Day Sec. School | Susan | Lavender | Mary |
KISUMU | MUHORONI | St. Rita Ramula Girls Secondary School | Everlyne | Awino | Ounga |
KISUMU | MUHORONI | St. Stephen’s Menara | Bonface | Otieno | Ocholla |
KISUMU | MUHORONI | St. Stephen’s Menara | Carey | Ambwaro | Francis |
KISUMU | MUHORONI | St. Stephen’s Menara | Dorcus | Elizabeth | Owuor |
KISUMU | MUHORONI | St. Stephen’s Menara | Jashon | Owino | Atito |
KISUMU | MUHORONI | St. Stephen’s Menara | VINCENT | AGUYO | OTIENDE |
KISUMU | MUHORONI | TAMU CENTRAL PRI SCH | Celementine | Keno | Obare |
KISUMU | MUHORONI | TAMU CENTRAL PRI SCH | Mildred | Auma | Omoro |
KISUMU | MUHORONI | TAMU PRI SCH | Pius | Omondi | Rang’wena |
KISUMU | MUHORONI | THURBIE PRI SCH | Helmorida | Atieno | Ogonda |
KISUMU | MUHORONI | Tonde | Onyango | Barack | Oyuga |
KISUMU | MUHORONI | Wagai primary school | Millicent | Akoth | Onyono |
KISUMU | MUHORONI | Wagai primary school | Nick | Onyango | Ngoya |
KISUMU | MUHORONI | WAMBI PRIMARY | Silas | Jaoko | Hayongo |
KISUMU | MUHORONI | WAWARE PRI SCH | Wycliffe | Ochieng | Omollo |
KISUMU | MUHORONI | YAWO PRI SCH | Michael | Oyugi | Nyanyuma |
KISUMU | NYAKACH | ABWAO MIXED S.S. | Christine | “Jacinter Agola” | Ollando |
KISUMU | NYAKACH | ABWAO MIXED S.S. | Judith | Adhiambo | Owuor |
KISUMU | NYAKACH | ABWAO PRI SCH | Barrack | Ouma | Were |
KISUMU | NYAKACH | ABWAO PRI SCH | William | Otieno | Ojwang |
KISUMU | NYAKACH | ACHEGO PRIM | Nicanor | Osir | Ochieng |
KISUMU | NYAKACH | AGAI PRIMARY | Mary | Opiyo | Shikuku |
KISUMU | NYAKACH | AGAI SEC. | Billy | Otieno | Yogo |
KISUMU | NYAKACH | AGAI SEC. | Consolata | Juma | Nyanjom |
KISUMU | NYAKACH | AGAI SEC. | Edwine | Omondi | Juma |
KISUMU | NYAKACH | AGAI SEC. | Jack | Odhiambo | Chwero |
KISUMU | NYAKACH | AGAI SEC. | Jacob | Ochieng | Awino |
KISUMU | NYAKACH | AGAI SEC. | Nelly | Akinyi | Odongo |
KISUMU | NYAKACH | AGAI SEC. | Peter | Okelo | Odongo |
KISUMU | NYAKACH | AGAI SEC. | Tom | O | Opon |
KISUMU | NYAKACH | AGAI SEC. | Tom | “R Odhiambo” | Abongo |
KISUMU | NYAKACH | ANDING’O OPANGA S.S | Judith | Kerubo | Nyamori |
KISUMU | NYAKACH | ANDING’O OPANGA S.S | Sellah | “Awino Ogola” | Babu |
KISUMU | NYAKACH | ANDING’O BWARE PRI. SCH | Jared | “Oluoch Ronnie” | Odongo |
KISUMU | NYAKACH | ANDING’O BWARE PRI. SCH | Michael | Ogolo | Imbo |
KISUMU | NYAKACH | AOMO | Violet | Alusa | Timbwa |
KISUMU | NYAKACH | Apoko Mixed Secondary School | Beatrice | Auma | Ogweno |
KISUMU | NYAKACH | Apoko Mixed Secondary School | Florence | Atieno | Sumba |
KISUMU | NYAKACH | Apoko Mixed Secondary School | Nehemiah | Ouma | Adongo |
KISUMU | NYAKACH | Apoko Mixed Secondary School | OMONDI | EVANCE | OKETCH |
KISUMU | NYAKACH | Apoko Mixed Secondary School | Polycarp | Omondi | Ouko |
KISUMU | NYAKACH | APOKO PRI SCH | Carolyne | Achieng | Odondi |
KISUMU | NYAKACH | APOKO PRI SCH | Kenedy | Odhiambo | Omware |
KISUMU | NYAKACH | APONDO KASAYE PRI. | Pauline | Awiti | Otieno |
KISUMU | NYAKACH | BALA PRI SCH | Dickson | Gwako | Oyigo |
KISUMU | NYAKACH | BALA PRI SCH | Rose | Achieng | Omondi |
KISUMU | NYAKACH | BAR KAWARINDA PRI SCH | Wycliffe | Ogada | Odero |
KISUMU | NYAKACH | BISHOP OKUMU SEC | Alphonce | Otiende | Siguda |
KISUMU | NYAKACH | BODI MIXED SEC | Samwel | Ochien’g | Wamboga |
KISUMU | NYAKACH | BODI PRI SCH | Ezekiel | Odiwuor | Onyango |
KISUMU | NYAKACH | BODI PRI SCH | Jacqueline | Chebet | Naibei |
KISUMU | NYAKACH | BUGO PRI SCH | Ben | Odhiambo | Okumu |
KISUMU | NYAKACH | BUGO PRI SCH | Benter | Adhiambo | Rabare |
KISUMU | NYAKACH | BUNGUMERI PRI SCH | Jectone | Onditi | Owino |
KISUMU | NYAKACH | BUNGUMERI PRI SCH | John | Oketch | Warinda |
KISUMU | NYAKACH | BUNGUMERI PRI SCH | Kefa | Abol | Odanga |
KISUMU | NYAKACH | BURKAMACH PRI SCH | Mary | Achieng | Okite |
KISUMU | NYAKACH | BURKAMWANA PRI. SCHOOL | Michael | Owino | Opande |
KISUMU | NYAKACH | BWAJA PRIMARY SCHOOL | Syprose | Adhiambo | Okol |
KISUMU | NYAKACH | CHACHI PRIMARY SCHOOL | Geoffrey | Odhiambo | Asoro |
KISUMU | NYAKACH | CHACHI PRIMARY SCHOOL | Martin | Onyango | Acholla |
KISUMU | NYAKACH | CHERWA PRI SCH | Rebeka | Akinyi | Ong’injo |
KISUMU | NYAKACH | CHERWA SEC. SCH | Henry | Amuonyo | Omolo |
KISUMU | NYAKACH | DIRUBI MIXED SEC SCHOOL | Kennedy | Indembukhani | |
KISUMU | NYAKACH | GOT ONYUONGO PRI SCH | Hellen | Atieno | Omondi |
KISUMU | NYAKACH | GUL MAEMBE PRI SCH | Peter | Philip | Oketch |
KISUMU | NYAKACH | HOLO PRI SCH | Catherine | Atieno | Osamba |
KISUMU | NYAKACH | HOLO PRI SCH | David | Owuor | Apol |
KISUMU | NYAKACH | INNIS EDUCATIONAL CENTRE | Alice | Awuor | Mboya |
KISUMU | NYAKACH | INNIS EDUCATIONAL CENTRE | Frankline | Omondi | Kaluo |
KISUMU | NYAKACH | KABETE PRI SCH | Christoper | Abwajo | Mijoro |
KISUMU | NYAKACH | KABETE PRI SCH | Rose | Achieng | Awinda |
KISUMU | NYAKACH | KABETE PRI SCH | Sylvans | Ondoro | Ouma |
KISUMU | NYAKACH | Kabondo Boys’ Secondary School | Elmard | Omere | Nyabute |
KISUMU | NYAKACH | KABONDO PRIMARY SCHOOL | Jasper | Ogweno | Oloo |
KISUMU | NYAKACH | KABONDO PRIMARY SCHOOL | Marion | Adhiambo | Oyengo |
KISUMU | NYAKACH | KABUYA PRIMARY SCHOOL | Alloys | Denga | |
KISUMU | NYAKACH | KAMTUDI PRI SCH | Andrew | Panyako | |
KISUMU | NYAKACH | KANDARIA SECONDARY SCHOOL | Georgiadis | Otieno | Ogara |
KISUMU | NYAKACH | KANDARIA SECONDARY SCHOOL | Zachary | Osewe | Otieno |
KISUMU | NYAKACH | KANDIEGE PRI SCH | Eucabeth | “Pauline Achieng” | Ongowe |
KISUMU | NYAKACH | KANYALWAL PRIMARY SCHOOL | Enosh | Okello | Abondo |
KISUMU | NYAKACH | KANYALWAL PRIMARY SCHOOL | Jemmie | Adhiambo | Otieno |
KISUMU | NYAKACH | KANYALWAL PRIMARY SCHOOL | Thomas | Otieno | Okoth |
KISUMU | NYAKACH | KEYO NYADUNDO PRIMARY | Pauline | Adhiambo | Ngesa |
KISUMU | NYAKACH | KIBWON PRI SCH | Jane | Atieno | Okongo |
KISUMU | NYAKACH | KOBETO PRI SCH | Nancy | Akinyi | Ouko |
KISUMU | NYAKACH | KOBONG’O PRI SCH | Peter | “Lumumbao A” | Odingo |
KISUMU | NYAKACH | KOBONG’O PRI SCH | Rose | Aoko | Ochieng |
KISUMU | NYAKACH | KOKUNGU PRIMARY | Caren | Atieno | Mumbo |
KISUMU | NYAKACH | KONDITI PRI SCH | Joseph | Abila | Abila |
KISUMU | NYAKACH | LISANA S.S. | Ben | Onyango | Oyieyo |
KISUMU | NYAKACH | LISANA S.S. | Elisha | Airo | Otiko |
KISUMU | NYAKACH | Lwanda Mixed Day Secondary School | Florence | Atieno | Ogutu |
KISUMU | NYAKACH | MAGUNGA SEC | Duncan | Okoth | Waguche |
KISUMU | NYAKACH | MAGUNGA SEC | Leah | Mich | Ochieng’ |
KISUMU | NYAKACH | MAGUNGA SEC | Naphtal | Juma | Obiero |
KISUMU | NYAKACH | MAGUNGA SEC | Victor | Kidas | Obimbo |
KISUMU | NYAKACH | MARABA PRI SCH | Walter | Apidi | Oloo |
KISUMU | NYAKACH | MBORA PRI SCH | Alfred | Odhiambo | Ramogo |
KISUMU | NYAKACH | MBORA PRI SCH | Thomas | Odhiambo | Masogo |
KISUMU | NYAKACH | MBORA SEC SCH | Mark | Okumu | Kitegi |
KISUMU | NYAKACH | MBORA SEC SCH | Muzengeli | Soita | Mulati |
KISUMU | NYAKACH | MBUGRA S.S. | Abel | Odhiambo | Siang’ani |
KISUMU | NYAKACH | MBUGRA S.S. | Hendrica | Awino | |
KISUMU | NYAKACH | MBUGRA S.S. | Irene | Cheptonui | |
KISUMU | NYAKACH | MBUGRA S.S. | Zachary | Otima | Nyambune |
KISUMU | NYAKACH | MICHURA PRI SCH | Beatrice | Achieng | Ogola |
KISUMU | NYAKACH | MICHURA PRI SCH | Christopher | John | Odiyo |
KISUMU | NYAKACH | MIRIU S.S. | Samwel | Olaka | Opiyo |
KISUMU | NYAKACH | MIRIU PRI SCH | Sharon | Anyango | Apondu |
KISUMU | NYAKACH | NAKI | Grace | Akoth | Ogumbo |
KISUMU | NYAKACH | NAKI S.S. | Mackready | Okoth | Ober |
KISUMU | NYAKACH | NDORI B.C. PRI | Benedet | Auma | Obango |
KISUMU | NYAKACH | NDUGA PRI | Justus | Oguda | Othoche |
KISUMU | NYAKACH | NGOMO PRI SCH | Christopher | Mwamba | Ondeyo |
KISUMU | NYAKACH | NGOPE PRI SCH | Jane | Akinyi | Adwar |
KISUMU | NYAKACH | NGOPE PRI SCH | Phoebe | Akinyi | Omungo |
KISUMU | NYAKACH | NYABOLA SEC SCH | Margaret | Akinyi | Owuor |
KISUMU | NYAKACH | NYABONDO BOYS SEC. S. | Elisha | Otieno | Ongaya |
KISUMU | NYAKACH | NYABONDO BOYS SEC. S. | Julius | Otieno | Okungu |
KISUMU | NYAKACH | NYABONDO BOYS SEC. S. | Odhiambo | Isaac | Okwanyi |
KISUMU | NYAKACH | NYABONDO BOYS SEC. S. | Paul | A | Oyudo |
KISUMU | NYAKACH | NYABONDO BOYS SEC. S. | Samwel | Ochieng | Akomo |
KISUMU | NYAKACH | NYABONDO BOYS BOARDING | Chepline | Okeyo | Abudho |
KISUMU | NYAKACH | NYABONDO DAY PRI SCH | Damaris | Atieno | Oballa |
KISUMU | NYAKACH | NYABONDO MIXED PRI | Mary | Onyonge | Odera |
KISUMU | NYAKACH | NYAGWENO PRI SCH | Boaz | Agengo | Omolo |
KISUMU | NYAKACH | NYAGWENO PRI SCH | Mathew | Owanga | Ongere |
KISUMU | NYAKACH | NYAGWENO PRI SCH | Rebecca | Atieno | Ochieng |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | Alfred | Okoth | Ratip |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | Bonface | Wilson | Awiti |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | Dora | Anyango | Nandeka |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | Fredrick | Owino | Oduol |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | George | Omondi | Auma |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | Margaret | Phoebe | Atieno |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | Maxwell | Ouma | Obumba |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | Saline | Oyugi | Keta |
KISUMU | NYAKACH | NYAKACH GIRLS S.S. | Silas | Ondiek | Abong’o |
KISUMU | NYAKACH | NYAKACH MIXED PRI SCH | Emily | Mutende | |
KISUMU | NYAKACH | NYAKACH MIXED PRI SCH | Eunice | Atieno | Churchill |
KISUMU | NYAKACH | NYAKACH MIXED PRI SCH | Hentry | Ochieng | Okello |
KISUMU | NYAKACH | NYAKACH MIXED PRI SCH | Irene | Serah | Mbuji |
KISUMU | NYAKACH | NYAKACH MIXED PRI SCH | Kennedy | Oburu | Awendo |
KISUMU | NYAKACH | NYAKACH MIXED PRI SCH | Lucy | Njeri | Omondi |
KISUMU | NYAKACH | NYAKACH MIXED PRI SCH | Malan | Ochieng | Onyango |
KISUMU | NYAKACH | NYAKWERE PRI. | Beatrice | Atieno | Ngala |
KISUMU | NYAKACH | NYALNG`ANYA PRI SCH | Benard | Ochieng | Ayako |
KISUMU | NYAKACH | NYALUNYA PRI SCH | Pamela | Anyango | Agola |
KISUMU | NYAKACH | NYAMARIMBA PRIMARY SCHOOL | Evance | Ogeda | Omine |
KISUMU | NYAKACH | NYAMARIMBA PRIMARY SCHOOL | Kezia | Akinyi | |
KISUMU | NYAKACH | NYAMARIMBA PRIMARY SCHOOL | Samuel | Nguka | Ogonda |
KISUMU | NYAKACH | NYAMARIMBA PRIMARY SCHOOL | Sheth | Odhiambo | Ogutu |
KISUMU | NYAKACH | NYAMARUMBE | Gordon | Odhiambo | Ogendo |
KISUMU | NYAKACH | NYAWALO PRI. SCH | Kenneth | Onyango | Agengo |
KISUMU | NYAKACH | NYAWALO PRI. SCH | William | Owade | |
KISUMU | NYAKACH | NYONG’ONG’A SEC SCHOOL | Diana | Atieno | Nyamburi |
KISUMU | NYAKACH | NYONG’ONG’A SEC SCHOOL | Phelix | Amoke | Odera |
KISUMU | NYAKACH | NYONG’ONG’A SEC SCHOOL | Samuel | Oyola | Onyango |
KISUMU | NYAKACH | OBINGO PRI SCH | Kephas | Agure | Okwama |
KISUMU | NYAKACH | OBOCH PRI SCH | Nancy | Atieno | Onyango |
KISUMU | NYAKACH | OBUON PRI SCH | Alex | Owino | Owuor |
KISUMU | NYAKACH | OBUON PRI SCH | Samuel | Ombado | Ade |
KISUMU | NYAKACH | OBUORA PRI SCHOOL | Damiun | Otieno | Abon’go |
KISUMU | NYAKACH | OBUORA PRI SCHOOL | Jacqueline | Akoth | Ogada |
KISUMU | NYAKACH | OCHWADO PRI SCH | Michael | Wandera | Owino |
KISUMU | NYAKACH | OCHWADO PRI SCH | Richard | Ogada | Ogola |
KISUMU | NYAKACH | ODHONG PRI SCH | Dankan | Oluoch | Randa |
KISUMU | NYAKACH | ODHONG PRI SCH | John | Orenge | Kegicha |
KISUMU | NYAKACH | OGILO KOMULO PRI | Benard | Ouma | Migwambo |
KISUMU | NYAKACH | OLEMBO BOYS S. S. | Jerry | Rawlings | Hamisi |
KISUMU | NYAKACH | OLEMBO BOYS S. S. | John | Opiyo | Ochola |
KISUMU | NYAKACH | OLEMBO BOYS S. S. | Moses | Ochola | Ouma |
KISUMU | NYAKACH | OLEMBO BOYS S. S. | Peter | Otieno | Amollo |
KISUMU | NYAKACH | OLEMBO PRI SCH | Shem | Onyango | Illah |
KISUMU | NYAKACH | OLWA PRIMARY | Caroline | Akinyi | Ogaye |
KISUMU | NYAKACH | OLWA PRIMARY | Lilian | Rotich | Chepkemoi |
KISUMU | NYAKACH | OLWALO PRI SCH | Thomas | Onyango | Otieno |
KISUMU | NYAKACH | OMBUGO PRI SCH | Elseber | Auma | Okumu |
KISUMU | NYAKACH | ONEGO PRIMARY SCHOOL | Paul | Oloo | Arega |
KISUMU | NYAKACH | ONGIELORE PRI SCH | Chrispine | Onyango | Odongo |
KISUMU | NYAKACH | ONGIELORE PRI SCH | Eunice | Akinyi | Ombaka |
KISUMU | NYAKACH | ONGIELORE PRI SCH | Janet | Atieno | Angugo |
KISUMU | NYAKACH | ONYINGE NAZARENE | Emmah | Achieng | Ogwang |
KISUMU | NYAKACH | OREMO | Lilian | Awuor | Odongo |
KISUMU | NYAKACH | Oremo Secondary School | Beatrice | Shimulu | Abongo |
KISUMU | NYAKACH | OROBI PRI SCH | George | Okoth | Kayi |
KISUMU | NYAKACH | OROBI PRI SCH | Joseph | Osano | Oketch |
KISUMU | NYAKACH | OTHITH PRI SCH | Penaline | Chepkoech | Terer |
KISUMU | NYAKACH | OTHITH PRI SCH | Steve | Odhiambo | Okumu |
KISUMU | NYAKACH | OUR LADY OF LOURDES BOLO GIRLS | Benard | Otieno | Apinde |
KISUMU | NYAKACH | OUR LADY OF LOURDES BOLO GIRLS | Daniel | Oduor | Menya |
KISUMU | NYAKACH | PAP NDEGE PRI SCH | Fredrick | Amuoro | Mimba |
KISUMU | NYAKACH | PAP NDEGE PRI SCH | George | Otieno | Onyango |
KISUMU | NYAKACH | PAP NDEGE PRI SCH | Willis | Otieno | Aduda |
KISUMU | NYAKACH | PAW TENGE SEC. | Margaret | Awuor | Otieno |
KISUMU | NYAKACH | PAWTENGE PRI SCH | Peter | Odhiambo | Ondiek |
KISUMU | NYAKACH | PUNDO PRI SCH | John | Odera | Onditi |
KISUMU | NYAKACH | PUNDO PRI SCH | Samuel | Odhiambo | Oguta |
KISUMU | NYAKACH | RACHIER PRI SCH | Paul | Onyango | Onduro |
KISUMU | NYAKACH | RAE GIRLS S.S. | Caroline | Atieno | Buyu |
KISUMU | NYAKACH | RAE GIRLS S.S. | Daniel | Gor | Obware |
KISUMU | NYAKACH | RAE GIRLS S.S. | Elijah | Otieno | Odundo |
KISUMU | NYAKACH | RAE GIRLS S.S. | Evans | Omondi | Wasinda |
KISUMU | NYAKACH | RAE GIRLS S.S. | Joycatherin | Anyango | Omullo |
KISUMU | NYAKACH | RAE GIRLS S.S. | Rhoda | Anyango | Otieno |
KISUMU | NYAKACH | RAE GIRLS S.S. | Tabitha | Aoko | |
KISUMU | NYAKACH | RAE GIRLS S.S. | Tonney | Omondi | Ouma |
KISUMU | NYAKACH | RAE MIXED PRI | Anne | Akinyi | Obiero |
KISUMU | NYAKACH | RAE MIXED PRI | Peter | Okoth | Oruko |
KISUMU | NYAKACH | RAGEN A.I.C. PRIMARY | Martin | Otieno | Yoga |
KISUMU | NYAKACH | RAGEN M.H.M. PRI SCH | Samuel | Odhok | Ade |
KISUMU | NYAKACH | RAKWARO S.S. | Kenneth | Oluoch | Dondi |
KISUMU | NYAKACH | RAKWARO S.S. | Peter | Maina | |
KISUMU | NYAKACH | RAKWARO PRI SCH | Kenneth | Onyango | Okeyo |
KISUMU | NYAKACH | RAKWARO PRI SCH | Paul | Okoth | Adwek |
KISUMU | NYAKACH | RARIEDA KOKECH PRI SCH | Silas | “Owiti Otieno” | Ngeso |
KISUMU | NYAKACH | SANGO BURU M SEC | Mercyline | _ | Juma |
KISUMU | NYAKACH | SANG’ORO S.S. | Paul | Okello | Agan |
KISUMU | NYAKACH | SIANY PRI SCH | Davison | Oluoch | Onyango |
KISUMU | NYAKACH | SIANY PRI SCH | Pamella | Maiteka | |
KISUMU | NYAKACH | SIANY PRI SCH | Washington | Ogutu | |
KISUMU | NYAKACH | SIANY PRI SCH | Willis | Omondi | Sigu |
KISUMU | NYAKACH | SIANY SEC SCH | Alphonse | Nyasaka | Odongo |
KISUMU | NYAKACH | SIANY SEC SCH | Benard | Otieno | Onyango |
KISUMU | NYAKACH | SIANY SEC SCH | Daniel | Kipsang | Kiptabut |
KISUMU | NYAKACH | SIANY SEC SCH | Victor | Onyango | Otieno |
KISUMU | NYAKACH | SIGOTI COMPLEX GIRLES SEC | Alex | Isaack | Marenya |
KISUMU | NYAKACH | SIGOTI COMPLEX GIRLES SEC | Benjamin | Olugha | Abonyo |
KISUMU | NYAKACH | SIGOTI COMPLEX GIRLES SEC | Dennis | Were | Oluande |
KISUMU | NYAKACH | SIGOTI COMPLEX GIRLES SEC | Jotham | Koli | Mukuna |
KISUMU | NYAKACH | SIGOTI PRI SCH | Gerald | Otieno | Ouko |
KISUMU | NYAKACH | SIGOTI PRI SCH | Leo | Onyango | Oketch |
KISUMU | NYAKACH | SOKO PRI SCH | EMILLY | ANYANGO | OGWENO |
KISUMU | NYAKACH | SONDU UNION PRIMARY SCHOOL | Hermans | Hebrews | Odhiambo |
KISUMU | NYAKACH | ST CORNELIUS RAMULA ODOWA MIXED DAY SEC | Boaz | Otieno | Ochieng |
KISUMU | NYAKACH | ST CORNELIUS RAMULA ODOWA MIXED DAY SEC | Calvince | Omondi | Odhiambo |
KISUMU | NYAKACH | ST GEORGE SPECIAL SECONDARY SCHOOL | Henry | Adebe | Mbuka |
KISUMU | NYAKACH | ST GEORGE SPECIAL SECONDARY SCHOOL | Phenny | Akoth | Ager |
KISUMU | NYAKACH | ST HILARIUS NYABONDO MIXED | Kenneth | Otieno | Oguk |
KISUMU | NYAKACH | ST HILARIUS NYABONDO MIXED | Mercy | Akoth | Sindani |
KISUMU | NYAKACH | ST HILARIUS NYABONDO MIXED | Oliver | Omondi | Ogolla |
KISUMU | NYAKACH | ST HILARIUS NYABONDO MIXED | Paul | Omondi | Sinama |
KISUMU | NYAKACH | ST. AGNES OBANDA PRIMARY | Elizabeth | Akinyi | Mduda |
KISUMU | NYAKACH | ST. AGNES OBANDA PRIMARY | Kevin | Okoth | Masani |
KISUMU | NYAKACH | ST. ALOYS GEM S.S. | Esther | Achieng | Owino |
KISUMU | NYAKACH | ST. ALOYS GEM S.S. | Mike | Odhiambo | Achacha |
KISUMU | NYAKACH | ST. ALOY’S GEM PRI SCH | Kennedy | Oyoo | Oluoch |
KISUMU | NYAKACH | ST. ALOY’S GEM PRI SCH | Lydia | Anyango | Okuku |
KISUMU | NYAKACH | ST. ALOY’S GEM PRI SCH | Millicent | Akoth | |
KISUMU | NYAKACH | ST. CHARLES LWANGA NDORI | Christabel | Atieno | Ochieng |
KISUMU | NYAKACH | ST. CHARLES LWANGA NDORI | Johnson | Opany | Nyatima |
KISUMU | NYAKACH | ST. CHARLES LWANGA NDORI | Kenneth | Odhiambo | Oyaro |
KISUMU | NYAKACH | St. Hilary’s Kajimbo Pri | Joseph | Okuja | Ogutu |
KISUMU | NYAKACH | St. Hilary’s Kajimbo Pri | Wycliffe | Omondi | Opiyo |
KISUMU | NYAKACH | ST. JEROMO ANDINGO OLASI PRM S | Zedekia | Osano | Okoth |
KISUMU | NYAKACH | ST. MAIREAD ORIANG’ PRIMARY SCHOOL | Benta | Atieno | Imbo |
KISUMU | NYAKACH | ST. MAIREAD ORIANG’ PRIMARY SCHOOL | Dickens | Ouma | |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | Caroline | Adhiambo | Kisuge |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | Elijah | Swetta | Ongulo |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | Elisha | Dickens | Onyango |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | Hybon | Otieno | |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | Joseph | Janai | Mose |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | Matthew | Otieno | Ouko |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | Veronica | Nyandiri | Monari |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | William | Dianga | Otieno |
KISUMU | NYAKACH | St. Martin Deppores Sch Cerebral Palsy | William | Otieno | Nyangwara |
KISUMU | NYAKACH | ST. MARY’ S GIRLS (NYAMARIMBA) SEC | Janey | Kareji | Owino |
KISUMU | NYAKACH | St. Regina Aponde Primary School | Amos | Tolbert | Otieno |
KISUMU | NYAKACH | St. Regina Aponde Primary School | Denis | Otieno | Dondi |
KISUMU | NYAKACH | St. Regina Aponde Primary School | Fredrick | Onyango | Adhinga |
KISUMU | NYAKACH | St. Regina Aponde Primary School | Fredrick | Obiero | Otieno |
KISUMU | NYAKACH | ST. THERESA`S GIRLS PRI SCH | Bornaventure | Ouma | Odhiambo |
KISUMU | NYAKACH | ST. THERESA`S GIRLS PRI SCH | Emily | Kavaya | L’lemo |
KISUMU | NYAKACH | ST. THERESA`S GIRLS PRI SCH | Walter | Olero | Oguta |
KISUMU | NYAKACH | THURDIBUORO S.S. | Erick | Odhiambo | Orwa |
KISUMU | NYAKACH | THURDIBUORO S.S. | John | Ochungo | Gwaro |
KISUMU | NYAKACH | THURDIBUORO S.S. | Milton | Kidake | Ogombo |
KISUMU | NYAKACH | THURDIBUORO PRI SCH | Victor | Ochieng | Duya |
KISUMU | NYAKACH | THURGEM S.S. | Cecilia | Amolo | Olala |
KISUMU | NYAKACH | THURGEM S.S. | Charles | Otieno | Omune |
KISUMU | NYAKACH | THURGEM S.S. | Washington | Omondi | Adek |
KISUMU | NYAKACH | TULU PRI SCH | Edward | Otieno | Ndolo |
KISUMU | NYAKACH | TULU PRI SCH | Iscah | Achieng | Honga |
KISUMU | NYAKACH | TULU PRI SCH | Israel | Amila | Omolo |
KISUMU | NYAKACH | TULU PRI SCH | Mattline | Anyango | Ojunga |
KISUMU | NYAKACH | URUDI MIXED S.S. | Francis | Okoth | Oyoro |
KISUMU | NYAKACH | URUDI PRI SCH | Catherine | John | Ogola |
KISUMU | NYAKACH | WENWA PRIMARY | Adero | Corazone | Achieng |
KISUMU | NYAKACH | William Booth-Barkawarinda M.D.Sec.Sch. | Daniel | Owuor | Gwada |
KISUMU | NYAKACH | William Booth-Barkawarinda M.D.Sec.Sch. | George | Odera | Mbala |
KISUMU | NYANDO | AHERO GIRLS S.S. | Evans | Otieno | Owitch |
KISUMU | NYANDO | AHERO GIRLS S.S. | Geda | Eresi | |
KISUMU | NYANDO | AHERO GIRLS S.S. | Isaack | Omolo | Onyando |
KISUMU | NYANDO | AHERO GIRLS S.S. | Jackline | Apondi | Oketch |
KISUMU | NYANDO | AHERO GIRLS S.S. | Joyce | “Arembi Awuor” | Omondi |
KISUMU | NYANDO | AHERO GIRLS S.S. | Phylimon | Langat | Kipkemoi |
KISUMU | NYANDO | AHERO GIRLS S.S. | Presides | Akinyi | Onyango |
KISUMU | NYANDO | AHERO GIRLS S.S. | Purity | Akoth | Magak |
KISUMU | NYANDO | AHERO GIRLS S.S. | Rose | Nyambori | |
KISUMU | NYANDO | AHERO GIRLS S.S. | Susan | Awiti | Polo |
KISUMU | NYANDO | AKWANYA PRIMARY | Ernest | Ouma | Obuya |
KISUMU | NYANDO | ALENDU S.S. | Isabellah | Nanjala | Khaemba |
KISUMU | NYANDO | ALENDU S.S. | Jael | Nyager | Mududa |
KISUMU | NYANDO | ALENDU S.S. | Janet | Nyangonchera | |
KISUMU | NYANDO | ALENDU S.S. | Peter | Amimo | Ogolla |
KISUMU | NYANDO | ALENDU S.S. | Risper | Chepchirchir | |
KISUMU | NYANDO | ALENDU S.S. | Thomas | Ondiege | Orwa |
KISUMU | NYANDO | ALENDU S.S. | Winnie | Amondi | Oliech |
KISUMU | NYANDO | ALENDU PRI SCH | Bavoline | Emily | Akinyi |
KISUMU | NYANDO | ALENDU PRI SCH | Caren | Adhiambo | Gumba |
KISUMU | NYANDO | ANGORO PRI SCH | Linda | Akinyi | Matengo |
KISUMU | NYANDO | ANGORO PRI SCH | Victor | Ochieng | Otieno |
KISUMU | NYANDO | APONDO PRI SCH | Donald | Odhiambo | Omuga |
KISUMU | NYANDO | APONDO PRI SCH | Duncan | Okumu | Otiende |
KISUMU | NYANDO | APONDO SEC S | Doreen | Awiti | Amolo |
KISUMU | NYANDO | APONDO SEC S | George | Otieno | |
KISUMU | NYANDO | APONDO SEC S | Rodgers | Obura | Ogwe |
KISUMU | NYANDO | AROMBO PRI SCH | David | Onyango | Ondego |
KISUMU | NYANDO | AROMBO SEC SCHOOL | Julia | Akinyi | Owino |
KISUMU | NYANDO | AROMBO SEC SCHOOL | Peter | Omondi | Abuttoh |
KISUMU | NYANDO | AWASI PAG BOYS S.S. | Amos | Misiko | Lumbasi |
KISUMU | NYANDO | AWASI PAG BOYS S.S. | Moureen | Achieng’ | Obora |
KISUMU | NYANDO | Awasi P.A.G. Girls Secondary School | Barrack | Odhiambo | Obuogo |
KISUMU | NYANDO | Awasi P.A.G. Girls Secondary School | Erick | Otieno | Odera |
KISUMU | NYANDO | Awasi P.A.G. Girls Secondary School | Marian | Adongo | Okundi |
KISUMU | NYANDO | Awasi P.A.G. Girls Secondary School | Mediatrix | Musungu | |
KISUMU | NYANDO | AYUCHA PRI SCH | Chemutai | Judice | |
KISUMU | NYANDO | AYUCHA PRI SCH | Maulyne | Atieno | Sewe |
KISUMU | NYANDO | AYWEYO R.C PRI SCH | Odhiambo | Ammon | Otieno |
KISUMU | NYANDO | BONDE KAKOKO | Denis | Owino | Omedo |
KISUMU | NYANDO | BONDO KACHOLA PRI SCH | Simeon | Makori | Ogachi |
KISUMU | NYANDO | BOYA PRIMARY SCHOOL | James | Mrema | Randa |
KISUMU | NYANDO | BOYA PRIMARY SCHOOL | Joyce | Olilo | Oloo |
KISUMU | NYANDO | BOYA PRIMARY SCHOOL | Rebecca | Akumu | Juma |
KISUMU | NYANDO | BOYA PRIMARY SCHOOL | Roseline | Atieno | |
KISUMU | NYANDO | BUNDE MIXED SECONDARY SCHOOL | Dorine | Achien’g | Opeth |
KISUMU | NYANDO | BUNDE MIXED SECONDARY SCHOOL | Elijah | Otieno | Osoo |
KISUMU | NYANDO | BUNDE PRI SCH | Florence | Atieno | Miema |
KISUMU | NYANDO | BUNDE PRI SCH | Isaiah | Otieno | Owino |
KISUMU | NYANDO | BUNGU KORAGA PRI SCH | Florence | Adoyo | Osano |
KISUMU | NYANDO | BWANDA PRY | Alfonce | Onyango | Akeyo |
KISUMU | NYANDO | BWANDA PRY | Angeline | Anyango | Okowa |
KISUMU | NYANDO | BWANDA PRY | Celline | Nyakuna | Nyaodha |
KISUMU | NYANDO | BWANDA PRY | Dorcas | Adhiambo | Ambogo |
KISUMU | NYANDO | BWANDA PRY | Rebecca | Awino | Ong’echa |
KISUMU | NYANDO | Disi Secondary School | Consolata | Akinyi | Owidh |
KISUMU | NYANDO | Disi Secondary School | Teresia | Achieng’ | Owuocha |
KISUMU | NYANDO | HONGO RADHIANG PRI SCH | Paul | Osumba | Angira |
KISUMU | NYANDO | HONGO RADHIANG PRI SCH | Samuel | Ochieng’ | Owame |
KISUMU | NYANDO | KALUORE PRI SCH | Morgan | Ondiek | |
KISUMU | NYANDO | KANDARIA PRI SCH | Samuel | Magambo | Arwenyo |
KISUMU | NYANDO | Kandaria Secondary School | Calvins | Omondi | Oliech |
KISUMU | NYANDO | Kanyagwal Mixed Day Secondary School | Andrew | Omwega | Ondieki |
KISUMU | NYANDO | Kanyagwal Mixed Day Secondary School | Joel | Omondi | Oluoch |
KISUMU | NYANDO | Kanyagwal Mixed Day Secondary School | Julius | Ogonda | Kidiga |
KISUMU | NYANDO | KANYANGORO PRIMARY | Quinter | Adhiambo | Omullo |
KISUMU | NYANDO | Kanyang’oro Mixed Sec School | Edwine | Obunga | |
KISUMU | NYANDO | KANYIPOLA PRIMARY | Ivy | Akinyi | Onyango |
KISUMU | NYANDO | KANYIPOLA PRIMARY | Kenneth | Odhiambo | Origah |
KISUMU | NYANDO | KARANDA MIXED SECONDARY SCHOOL | Dorothy | Apondi | Kisera |
KISUMU | NYANDO | KARANDAPRY SCHOOL | Damary | Abuko | Akolo |
KISUMU | NYANDO | KARANDAPRY SCHOOL | Edith | Atieno | Wambore |
KISUMU | NYANDO | KARANDAPRY SCHOOL | Gladys | Too | Cherono |
KISUMU | NYANDO | KARANDAPRY SCHOOL | Jennifer | Atieno | Ngere |
KISUMU | NYANDO | KARANDAPRY SCHOOL | Patty | Lusi | Hongo |
KISUMU | NYANDO | Karombe Pri Sch | Beatrice | Achieng | Ronga |
KISUMU | NYANDO | KASANGANY PRI SCH | Martin | Odhiambo | Juma |
KISUMU | NYANDO | KATOLO MIXED SEC SCH | Beatrice | Akinyi | Abok |
KISUMU | NYANDO | KATOLO MIXED SEC SCH | Dorothy | Adhiambo | Omondi |
KISUMU | NYANDO | KATOLO MIXED SEC SCH | Gloria | Emmaculate | Auma |
KISUMU | NYANDO | KATOLO MIXED SEC SCH | Hesbon | Otieno | Omach |
KISUMU | NYANDO | KATOLO MIXED SEC SCH | Lawrence | Maranga | Onyancha |
KISUMU | NYANDO | KATOLO MIXED SEC SCH | Nancy | Achieng | Saoke |
KISUMU | NYANDO | KATOLO MIXED SEC SCH | Samson | Okoth | Rono |
KISUMU | NYANDO | KATOLO MIXED SEC SCH | Willis | Odiwuor | Oguma |
KISUMU | NYANDO | Kibarwa Primary School | Benter | Adhiambo | Ojwang |
KISUMU | NYANDO | Kibarwa Primary School | Joel | Onyango | Ochola |
KISUMU | NYANDO | Kibarwa Primary School | Peres | Achieng | Ouno |
KISUMU | NYANDO | KOBURA GIRLS SEC SCH | Mary | Akinyi | Adada |
KISUMU | NYANDO | KOBURA GIRLS SEC SCH | Peter | Ogal | |
KISUMU | NYANDO | KOBURA PRI.SCHOOL | Lucas | Wamburi | Ogone |
KISUMU | NYANDO | KOBURA PRI.SCHOOL | Peter | Omondi | Obonyo |
KISUMU | NYANDO | Kochieng Prim | Kenneth | Otieno | Omollo |
KISUMU | NYANDO | KOCHOGO HIGH | Solomon | Omondi | Kisera |
KISUMU | NYANDO | KOCHOGO HIGH | Teminah | Afandi | Muswanyi |
KISUMU | NYANDO | KOCHOGO HIGH | Victor | Otieno | Onyango |
KISUMU | NYANDO | KOGWEDHI PRIMARY | Elias | Omondi | Akongo |
KISUMU | NYANDO | KOKUOYO PRIM | James | “Abdalla S” | Ogallo |
KISUMU | NYANDO | KOKUOYO PRIM | James | “Odero Ted” | Otieno |
KISUMU | NYANDO | Kolal Mixed Secondary School | Lilian | Owino | Odongo |
KISUMU | NYANDO | KOROWE | Jane | Ouma | Otieno |
KISUMU | NYANDO | KORWANA PRI SCH | Meshack | Okiri | |
KISUMU | NYANDO | KOSIDA PRI SCH | Fredrick | Omondi | Adongo |
KISUMU | NYANDO | Kowalla Pry | Edward | Kanga | Ouma |
KISUMU | NYANDO | Kowalla Pry | Joyce | Akoth | Mbero |
KISUMU | NYANDO | KOWUOR PRI. SCHOOL | Arnold | Ochieng | Onungah |
KISUMU | NYANDO | KOWUOR PRI. SCHOOL | Collins | Otieno | Ndiegge |
KISUMU | NYANDO | KUTH AWENDO PRI SCH | Enos | Mori | Ohore |
KISUMU | NYANDO | KUTH AWENDO PRI SCH | Walter | Owino | Dajo |
KISUMU | NYANDO | LELA PRI SCH | Henry | Oginga | Adongo |
KISUMU | NYANDO | LELA PRI SCH | Linet | Ayoo | Odwar |
KISUMU | NYANDO | LELA PRI SCH | Peter | Ochieng | Odongo |
KISUMU | NYANDO | LELA SECONDARY SCHOOL | Ambrose | Olela | Awuor |
KISUMU | NYANDO | LELA SECONDARY SCHOOL | Gladys | _ | Cherotich |
KISUMU | NYANDO | LELA SECONDARY SCHOOL | Maricus | Zacheus | Owino |
KISUMU | NYANDO | LELA SECONDARY SCHOOL | Moses | Oginga | Omoro |
KISUMU | NYANDO | LELA SECONDARY SCHOOL | Peter | Omondi | Owour |
KISUMU | NYANDO | LELA SECONDARY SCHOOL | Rangi | Bob | Zecky |
KISUMU | NYANDO | LUORA AYWEYO PRI SCH | Jackline | Akoth | Ochola |
KISUMU | NYANDO | MAO PRI SCH | Phanice | Adhiambo | Oloo |
KISUMU | NYANDO | MASOGO MIXED S.S. | John | Okumu | Otuko |
KISUMU | NYANDO | MASOGO MIXED S.S. | Luke | Agumba | Apiyo |
KISUMU | NYANDO | MASOGO PRI SCH | Fredrick | Onyango | Osungu |
KISUMU | NYANDO | MASOGO PRI SCH | Vincent | Odhiambo | Nyamori |
KISUMU | NYANDO | MBEGA PRI SCH | Esther | “Auma Atieno” | Gumba |
KISUMU | NYANDO | MIGINGO GIRLS SECONDARY SCHOOL | Elvis | Awuondo | Bondo |
KISUMU | NYANDO | MIGINGO GIRLS SECONDARY SCHOOL | Irene | Akoth | Otieno |
KISUMU | NYANDO | MIGINGO GIRLS SECONDARY SCHOOL | Jacinta | “Lilian Akinyi” | Ondong |
KISUMU | NYANDO | MIGINGO GIRLS SECONDARY SCHOOL | Peter | Opar | Onyango |
KISUMU | NYANDO | MIGINGO GIRLS SECONDARY SCHOOL | Peter | Odongo | Ondiek |
KISUMU | NYANDO | Migingo Pri Sch | Clare | Aduogo | Quintan |
KISUMU | NYANDO | Migingo Pri Sch | Finta | Aluoch | Ochieng |
KISUMU | NYANDO | MIRINGO PRI SCH | Violet | Anyango | Saoke |
KISUMU | NYANDO | NDURU MIXED S.S. | Hussein | Otieno | Elijah |
KISUMU | NYANDO | NDURU M.H.M.PRI SCH | Teresa | Achieng | Odumba |
KISUMU | NYANDO | NYACHODA PRI SCH | Dennis | Ochieng’ | Abuna |
KISUMU | NYANDO | NYAKAKANA PRI SCH | Joyce | Achieng | Migunde |
KISUMU | NYANDO | NYAKAKANA PRI SCH | Justin | Owili | Onjira |
KISUMU | NYANDO | NYAKONGO PRI SCH | Hezekiah | Okech | Ogutu |
KISUMU | NYANDO | NYAKONGO PRI SCH | Patrick | Odhiambo | Odero |
KISUMU | NYANDO | NYALENDA PRI SCH | Leonard | Bii | Kimutai |
KISUMU | NYANDO | NYAMASAO PRIMARY SCHOOL | David | Odoyo | Owuor |
KISUMU | NYANDO | NYAMASAO PRIMARY SCHOOL | George | Ochieng | Oliech |
KISUMU | NYANDO | NYAMASAO PRIMARY SCHOOL | Symon | Otieno | Oyare |
KISUMU | NYANDO | NYAMASAO PRIMARY SCHOOL | Wiclif | Odhiambo | Odhong |
KISUMU | NYANDO | Nyamkebe Primary | Dan | Onyango | Jowi |
KISUMU | NYANDO | Nyamkebe Primary | Susan | Aoko | Sewe |
KISUMU | NYANDO | NYAMRUNDU PRI SCH | Marcella | Awiti | |
KISUMU | NYANDO | NYAMRUNDU PRI SCH | Samwel | Otieno | Okoth |
KISUMU | NYANDO | NYANG`ANDE PRI SCH | Teresa | Anyango | Awili |
KISUMU | NYANDO | NYANG`ANDE PRI SCH | Victor | Otieno | Onam |
KISUMU | NYANDO | NYAROMBE PRI SCH | Peter | Onyango | Kamire |
KISUMU | NYANDO | NYOMWARO PRIMARY | Rose | Atieno | Nyagowa |
KISUMU | NYANDO | OBUGI PRI.SCHOOL | Joshua | Semo | Otieno |
KISUMU | NYANDO | OGENYA PRI SCH | Samwel | Onyango | Opiyo |
KISUMU | NYANDO | OKANA PRI SCH | Francisca | “Achieng Ojuang” | Otieno |
KISUMU | NYANDO | OKANJA PRI SCHOOL | Catherine | Goretti | Adhiambo |
KISUMU | NYANDO | OKANJA PRI SCHOOL | Judith | Awuor | Okeyo |
KISUMU | NYANDO | OKANJA PRI SCHOOL | Juliana | Auma | Odhuma |
KISUMU | NYANDO | OKANJA SEC SCH | Benard | Ochung | Ochieng |
KISUMU | NYANDO | OKANJA SEC SCH | Hilda | Nafula | Makete |
KISUMU | NYANDO | OKIRO PRI SCH | Lynette | Eve | Odera |
KISUMU | NYANDO | OLASI PRI SCH | Gabriel | Oketch | Onditi |
KISUMU | NYANDO | OMBAKA MIXED SECONDARY SCHOOL | Joseph | Omuoso | Ainda |
KISUMU | NYANDO | OMBAKA MIXED SECONDARY SCHOOL | Meshack | Owuor | Okore |
KISUMU | NYANDO | OMBAKA PRI SCH | Jacob | Onyango | Nyangweso |
KISUMU | NYANDO | OMBAKA PRI SCH | Perez | Achieng | Odhiambo |
KISUMU | NYANDO | Onera Primary School | Luke | Oseno | Akoth |
KISUMU | NYANDO | ONJIKO S.S. | Cavin | Mkuwa | Obuoyo |
KISUMU | NYANDO | ONJIKO KOBONG’OPRI SCH | Jacob | Opiyo | Opiyo |
KISUMU | NYANDO | ONJIKO PRIMARY | Mercy | Atieno | Owiti |
KISUMU | NYANDO | ONJIKO PRIMARY | Zipporah | Adhiambo | Oluoch |
KISUMU | NYANDO | OREN MIXED SEC SCH | George | Ondiege | Othino |
KISUMU | NYANDO | OREN MIXED SEC SCH | Loice | Nyapera | Arunga |
KISUMU | NYANDO | OREN PRI SCH | Asford | Nyang’au | Atandi |
KISUMU | NYANDO | Oseth Primary School | Mercy | Awuor | Kodo |
KISUMU | NYANDO | Oseth Primary School | Naum | _ | Jemeli |
KISUMU | NYANDO | Oseth Primary School | Tobias | Aduda | Odhiambo |
KISUMU | NYANDO | Osino Primary School | Jane | _ | Chepkurgat |
KISUMU | NYANDO | Osino Primary School | Joshua | Anyumba | Otieno |
KISUMU | NYANDO | OTIENO OYOO S.S. | Ann | “Viola Anyango” | Were |
KISUMU | NYANDO | OTIENO OYOO S.S. | Caren | Aluoch | Okuthe |
KISUMU | NYANDO | OTIENO OYOO S.S. | Kister | Kivisha | |
KISUMU | NYANDO | OTIENO OYOO S.S. | Maurice | Onyango | Oluoch |
KISUMU | NYANDO | OTIENO OYOO S.S. | May | Achieng | Abuor |
KISUMU | NYANDO | OTIENO OYOO S.S. | Mildred | Akinyi | Omondi |
KISUMU | NYANDO | OTIENO OYOO S.S. | Patrick | Ragot | Aliwa |
KISUMU | NYANDO | OTIENO OYOO S.S. | Phoebe | Esther | Omulo |
KISUMU | NYANDO | OTIENO OYOO S.S. | Rose | Onyango | Odhiambo |
KISUMU | NYANDO | OTIENO OYOO S.S. | Solomon | Odanga | Sisuma |
KISUMU | NYANDO | PALA | Joash | Jomo | Olale |
KISUMU | NYANDO | RANJIRA PRI SCH | Arnota | Jeptoo | Bosek |
KISUMU | NYANDO | RARUOR PRI SCH | Calleb | Ambuso | Menya |
KISUMU | NYANDO | RARUOR PRI SCH | Samuel | Nyangweso | Osano |
KISUMU | NYANDO | Reru A.I.C. Secondary School | Clement | Oluoch | Ondhoro |
KISUMU | NYANDO | Reru A.I.C. Secondary School | Mercy | Anyango | Agwanda |
KISUMU | NYANDO | RONGO PRI SCH | David | Ouma | Onege |
KISUMU | NYANDO | RONGO PRI SCH | Eliud | Owiyo | Otieno |
KISUMU | NYANDO | RONGO PRI SCH | Hesborne | Otieno | Odoro |
KISUMU | NYANDO | RONGO PRI SCH | Lydia | Hellen | Ngare |
KISUMU | NYANDO | SARE | Akinyi | Hellen | Odenya |
KISUMU | NYANDO | SIANY PRI SCH | Joshua | Otieno | Odeny |
KISUMU | NYANDO | ST CHRISTOPHER KOLUNGA | Barnabas | Ogam | |
KISUMU | NYANDO | ST CHRISTOPHER KOLUNGA | Eunice | Akoth | Wamburi |
KISUMU | NYANDO | St. ALEX AYUCHA MIXED SEC | Priscah | Aluoch | Massah |
KISUMU | NYANDO | St. ALEX AYUCHA MIXED SEC | Theodora | Achieng | |
KISUMU | NYANDO | St. ALEX AYUCHA MIXED SEC | Willys | Otieno | Chiaga |
KISUMU | NYANDO | ST. ANNES AHERO | Benard | Odhiambo | Otieno |
KISUMU | NYANDO | ST. ANNES AHERO | Christine | Jerop | Maritim |
KISUMU | NYANDO | ST. ANNES AHERO | Dancan | Odhiambo | Apaka |
KISUMU | NYANDO | ST. ANNES AHERO | Ernest | Kiprono | Rotich |
KISUMU | NYANDO | ST. ANNES AHERO | Gorrety | Akinyi | Otieno |
KISUMU | NYANDO | ST. ANNES AHERO | Nixon | Ochieng | |
KISUMU | NYANDO | ST. CAMULUS OGWEDHI MIXED SEC | Derick | Ochieng | Onyango |
KISUMU | NYANDO | St. Charles Lwanga Nyamkebe Sec Sch | Rose | Agosa | Ogama |
KISUMU | NYANDO | ST. CHRISTOPHER AYWEYO | Caroline | Akoth | Awange |
KISUMU | NYANDO | ST. CHRISTOPHER AYWEYO | George | Kere | Owino |
KISUMU | NYANDO | ST. CHRISTOPHER AYWEYO | Omboto | Emmanuel | Bahati |
KISUMU | NYANDO | St. Peter’s Konim Secondary School | Edward | Lubanga | Iraya |
KISUMU | NYANDO | St. Peter’s Konim Secondary School | Sabina | Maasiko | Nyantika |
KISUMU | NYANDO | ST.TERESA WAWIDHI GIRLS | Hellen | Achieng | Nyasala |
KISUMU | NYANDO | WITHUR BOYS SEC. SCH. | Domnic | Okello | Warindah |
KISUMU | NYANDO | Withur Pri Sch | John | Otieno | Gony |
KISUMU | SEME | ADUONG MONGE PRI SCH | Collins | Nyakoe | Abdi |
KISUMU | SEME | ADUONG MONGE PRI SCH | Noel | Anyiso | Osome |
KISUMU | SEME | ADUONG MONGE PRI SCH | Valencia | Achieng | Awiti |
KISUMU | SEME | AKADO PRI SCH | Dorcas | Achieng | Oketch |
KISUMU | SEME | ALUNGO S.S. | Celestine | Nereah | Achieng |
KISUMU | SEME | ALUNGO S.S. | Janet | Auma | Ojwang |
KISUMU | SEME | ALUNGO S.S. | Thomas | Adera | Mito |
KISUMU | SEME | ALUNGO PRI SCH | Immaculate | Akinyi | Bolo |
KISUMU | SEME | ALWALA MIXED S.S. | Fredrick | Okewa | Otieno |
KISUMU | SEME | ALWALA MIXED S.S. | John | Makokha | Wasilwah |
KISUMU | SEME | ANYANGA PRI SCH | Dan | Zeddy | Bugo |
KISUMU | SEME | ASINO PRI SCH | George | Tom | Ombok |
KISUMU | SEME | ASOL PRI SCH | Janet | Akhaenda | Otoli |
KISUMU | SEME | ATOL PRI SCH | Calleb | Gwara | Ochieng |
KISUMU | SEME | ATOYA PRI SCH | Anns | Akinyi | Owiti |
KISUMU | SEME | AWANYA PRI SCH | Collins | Kadenge | Kigalu |
KISUMU | SEME | BISHOP ABIERO GIRLS MAGWAR | Chardwick | Ojwang | Wafula |
KISUMU | SEME | BISHOP ABIERO GIRLS MAGWAR | Irene | Bochaberi | Kiriama |
KISUMU | SEME | BISHOP ABIERO GIRLS MAGWAR | Mildred | Owino | Pilly |
KISUMU | SEME | BISHOP ABIERO GIRLS MAGWAR | Stephen | Odhiambo | Chan |
KISUMU | SEME | BISHOP ABIERO ORUGA MIXED | Crispin | Wandera | Ojwanga |
KISUMU | SEME | BISHOP ABIERO ORUGA MIXED | Irene | Weda | Rakoro |
KISUMU | SEME | BISHOP OKOTH MIRANGA | Cavine | Ooko | Ogur |
KISUMU | SEME | BISHOP OKOTH MIRANGA | Fredrick | Jwenge | Onyango |
KISUMU | SEME | BONDE MIXED SECONDARY SCHOOL | Christabel | Sambe | Imbahala |
KISUMU | SEME | BONDE MIXED SECONDARY SCHOOL | Everlyne | Achieng | Odalo |
KISUMU | SEME | BONDE MIXED SECONDARY SCHOOL | Ruth | Akinyi | Otwaroh |
KISUMU | SEME | BONDE MIXED SECONDARY SCHOOL | Washingtone | “George Arowo” | Ongonga |
KISUMU | SEME | DIEMO PRI SCH | Charles | Juma | Ouma |
KISUMU | SEME | DIEMO PRI SCH | Lilian | Achieng | Odewa |
KISUMU | SEME | DIEMO PRI SCH | Sharon | Atieno | Ochieng |
KISUMU | SEME | DIEMO SECONDARY SCHOOL | Jack | Rawlings | Dima |
KISUMU | SEME | GOT AGULU PRI SCH | Daniel | Mbero | Onyango |
KISUMU | SEME | GOT AGULU PRI SCH | Erick | Ojil | Otieno |
KISUMU | SEME | GOT ODONGO PRI SCH | Hezekiah | Musumba | Ondere |
KISUMU | SEME | GUMO PRI SCH | David | Abungu | Adera |
KISUMU | SEME | JONYO PRI SCH | Elizabeth | Nakhumicha | Branda |
KISUMU | SEME | JONYO PRI SCH | Seline | Akoya | Esitika |
KISUMU | SEME | KADERO SUNRISE SEC | Washington | Otieno | Olang’O |
KISUMU | SEME | KALOKA PRI SCH | Vincent | Onuonga | Nyabuti |
KISUMU | SEME | KAMAGORE PRI SCH | Joseph | Migeke | Akendo |
KISUMU | SEME | KAMAGORE PRI SCH | Peter | Ochieng | Owoko |
KISUMU | SEME | KAMBUDI PRI SCH | Damaris | Adoyo | Ong’Ele |
KISUMU | SEME | KIRINDO PRI SCH | Serfine | Audi | Ombe |
KISUMU | SEME | KITMIKAYI SEC SCHOOL | Irene | Awino | Odhiambo |
KISUMU | SEME | KORWENJE PRI SCH | Benard | Odongo | |
KISUMU | SEME | KORWENJE PRI SCH | Collins | Onyango | Outa |
KISUMU | SEME | KORWENJE PRI SCH | Gildraph | Madadi | |
KISUMU | SEME | KORWENJE PRI SCH | Michael | Adera | Achung |
KISUMU | SEME | Korwenje Secondary School | Derrick | Osukah | Ogaye |
KISUMU | SEME | Korwenje Secondary School | Millicent | Wanjiku | Ochieng |
KISUMU | SEME | KUOYO KAILA PRI SCH | Christine | Oyugi | Awino |
KISUMU | SEME | LANGI PRI SCH | Julia | Aoko | Ongoro |
KISUMU | SEME | LANGI PRI SCH | Loice | Khanali | Murumba |
KISUMU | SEME | LELA PRI SCH | Yuanita | Auma | |
KISUMU | SEME | LIEYE PRI SCH | Azenath | “Awino Ooro” | Owang |
KISUMU | SEME | LIEYE PRI SCH | Hosea | Owuor | Pala |
KISUMU | SEME | LIEYE PRI SCH | Joash | Ochieng | Abiero |
KISUMU | SEME | MALELA PRI SCH | George | Otieno | Obol |
KISUMU | SEME | MARIWA MIXED S.S. | Enock | Akowa | Ooko |
KISUMU | SEME | MARIWA MIXED S.S. | Tom | Otieno | Omedo |
KISUMU | SEME | MARIWA PRI SCH | Julius | Siwa | Ochoro |
KISUMU | SEME | MARIWA PRI SCH | Violet | “Akinyi Oguta” | Ogal |
KISUMU | SEME | MAYIEKA PRI SCH | Marsellah | _ | Jepleting |
KISUMU | SEME | MAYIEKA S.S. | Derrick | Abuto | Omondi |
KISUMU | SEME | MBEKA PRI SCH | Bejamin | “Olweny M” | Ondele |
KISUMU | SEME | MBEKA PRI SCH | Martin | Okoyo | Onyango |
KISUMU | SEME | MILUGO PRI SCH | Peter | Ouche | Ouko |
KISUMU | SEME | MIRANGA PRI SCH | Caroline | Oduogo | Akinyi |
KISUMU | SEME | MIRANGA PRI SCH | Christopher | Okoth | Agalo |
KISUMU | SEME | NANGA-KOKER PRI SCH | Charles | Amara | Osuso |
KISUMU | SEME | NDIRU MIXED SEC. SCH. | Hezron | Otieno | Owuor |
KISUMU | SEME | NDIRU MIXED SEC. SCH. | Joab | Okoth | Onyango |
KISUMU | SEME | NDIRU MIXED SEC. SCH. | Kennedy | Otieno | |
KISUMU | SEME | NDIRU PRI SCH | Kenneth | Onyango | Were |
KISUMU | SEME | Nduru Kadero Girls Secondary School | Anne | Atieno | Ouma |
KISUMU | SEME | NDURU KADERO PRIMARY SCHOOL | Evans | Morara | Nyabere |
KISUMU | SEME | NDUTA PRI SCH | Penina | Atieno | Omodhi |
KISUMU | SEME | NGERE S.S. | Bilford | Juma | Nyongesa |
KISUMU | SEME | NGERE PRI SCH | Patrick | Otieno | Oginga |
KISUMU | SEME | NGOP’NGESO PRI SCH | Amos | Ogoma | Onyiego |
KISUMU | SEME | NGOP’NGESO PRI SCH | Booker | Kevine | Otieno |
KISUMU | SEME | NGOP’NGESO PRI SCH | Fredrick | Otieno | Odindo |
KISUMU | SEME | NGUTU PRI SCH | Douglas | Olando | Pala |
KISUMU | SEME | NGUTU PRI SCH | Gabriel | Ooko | Nyakendo |
KISUMU | SEME | NYABERA PRI SCH | Patrick | Siwa | Ochieng |
KISUMU | SEME | NYALIK PRI SCH | Felix | Okoth | Otieno |
KISUMU | SEME | NYAMGUN PRI SCH | Susan | Anyango | Auma |
KISUMU | SEME | Nyamgun Secondary School | Jael | Awuor | Oyoo |
KISUMU | SEME | NYAMOR PRI | Emma | “Adhiambo Orao” | Oketch |
KISUMU | SEME | NYAMOR PRI | Maurice | Apunda | |
KISUMU | SEME | Nyawanga Mixed Day Secondary School | Francis | Onyango | Were |
KISUMU | SEME | Nyawanga Mixed Day Secondary School | Philomena | Akinyi | Okoth |
KISUMU | SEME | OBOLA PRI SCH | Christine | Atieno | Ogera |
KISUMU | SEME | OBOLA PRI SCH | Jared | Ochieng | Ogada |
KISUMU | SEME | OBOLA PRI SCH | Kennedy | Otieno | Ochola |
KISUMU | SEME | OCHOK PRI SCH | Lilian | Atieno | Ojwando |
KISUMU | SEME | OCHOK PRI SCH | Millicent | Bonyo | |
KISUMU | SEME | OJOLLA PRI SCH | Zaccheaus | Okoth | Odero |
KISUMU | SEME | OKODE PRI SCH | David | Okoth | Odongo |
KISUMU | SEME | OKODE PRI SCH | Grace | Adhiambo | Owuor |
KISUMU | SEME | OKODE PRI SCH | Rose | Atieno | Adongo |
KISUMU | SEME | OLARE PRI SCH | Kennedy | Otieno | Okongo |
KISUMU | SEME | OLARE PRI SCH | Zedekia | Amolo | Obiero |
KISUMU | SEME | OLUTI PRI SCH | Benson | Otieno | Osewe |
KISUMU | SEME | OLUTI PRI SCH | Johnson | Oduong’o | Gumba |
KISUMU | SEME | OLUTI PRI SCH | Mary | Gorrety | Ouma |
KISUMU | SEME | OMORE PRI SCH | Moses | Okoth | Raywer |
KISUMU | SEME | OPANDE PRI SCH | Enos | Ochieng | Odongo |
KISUMU | SEME | ORANDO PRI SCH | Julius | F | Mbuga |
KISUMU | SEME | ORANDO PRI SCH | Monica | Adhiambo | Odhiambo |
KISUMU | SEME | ORANDO SEC | Benard | Otieno | Okaka |
KISUMU | SEME | ORANDO SEC | Hippolitus | Omondi | Ochieng |
KISUMU | SEME | ORUGA PRIMARY | Samson | Odhiambo | Karan |
KISUMU | SEME | OSEWRE PRI SCH | Okiyah | Lilian | Adhiambo |
KISUMU | SEME | OTENGA PRI SCH | Benard | Otieno | Opondo |
KISUMU | SEME | OTENGA PRI SCH | Margaret | Chemutai | |
KISUMU | SEME | PAP-OTHANY PRI SCH | Robert | Nyandusi | Omulo |
KISUMU | SEME | PITH- KABONYO PRI SCH | Jane | Akoth | Odhiambo |
KISUMU | SEME | Prof. Peter Anyang Nyong’o Mixed S S | David | Otieno | Bundeh |
KISUMU | SEME | Prof. Peter Anyang Nyong’o Mixed S S | Godfrey | Nyaata | Omoni |
KISUMU | SEME | RABONGI PRI SCH | Dennis | Mike | Ojoo |
KISUMU | SEME | RABONGI PRI SCH | Dorcas | Anyango | Oloo |
KISUMU | SEME | RAMUYA PRIIMARY SCHOOL | Merslyne | Akinyi | Oneko |
KISUMU | SEME | RANEN PRI SCH | Carren | Atieno | Olango |
KISUMU | SEME | RAPOGI PRI SCH | Emily | Juma | Ndinya |
KISUMU | SEME | RAPOGI PRI SCH | Judith | Akinyi | Mbare |
KISUMU | SEME | RAPOGI PRI SCH | Lilian | Adhiambo | Okeyo |
KISUMU | SEME | RAPOGI SEC. SCH. | Elizabeth | Imbo | Mito |
KISUMU | SEME | RAPOGI SEC. SCH. | Florence | Adhiambo | Adhola |
KISUMU | SEME | RATTA S.S. | David | Oluoch | Ongudi |
KISUMU | SEME | RATTA S.S. | Herbert | Sabuni | Nasongo |
KISUMU | SEME | RATTA S.S. | Mary | Auma | Odhiambo |
KISUMU | SEME | RATTA S.S. | Peter | Wachar | Manyange |
KISUMU | SEME | RATTA PRI SCH | Aggrey | Rananga | Omondi |
KISUMU | SEME | RERU PRI SCH | James | Jalango | Ateng |
KISUMU | SEME | RIDORE MIXED DAY SEC | Joash | Ochwach | Onyonyi |
KISUMU | SEME | RIDORE MIXED DAY SEC | Rizanael | Adhiambo | Ogalo |
KISUMU | SEME | RIDORE PRI SCH | Joyce | Ajugu | Adhiambo |
KISUMU | SEME | RUNDA PRI SCH | Nancy | “Mareen Juma” | Osae |
KISUMU | SEME | SIALA KAILA PRI SCH | Steve | Odhiambo | Onyango |
KISUMU | SEME | ST FRANCIS ORIANG | Manase | Ouko | Okia |
KISUMU | SEME | ST FRANCIS ORIANG | Marilyn | Achieng | Hongo |
KISUMU | SEME | St Paul’s Barkorwa | Stephen | Okwau | Adede |
KISUMU | SEME | ST PETERS KAJULU SEC | Elikanah | Boraya | Morang’a |
KISUMU | SEME | ST PETERS KAJULU SEC | Nancy | Mugagia | Anduvare |
KISUMU | SEME | ST. BARNABAS GIRLS SEC. SCHOOL | Edward | Onyango | Ogonda |
KISUMU | SEME | ST. BARNABAS GIRLS SEC. SCHOOL | Joseph | Albert | Onditi |
KISUMU | SEME | ST. BARNABAS GIRLS SEC. SCHOOL | Kipkoskei | Kering | Stephen |
KISUMU | SEME | ST. BARNABAS GIRLS SEC. SCHOOL | Sarah | Awuor | Orido |
KISUMU | TSC Unit – Nyakach | Benson | Onyango | Okello | |
KISUMU | TSC Unit – Nyakach | Lilian | Odima | Omondi |
Loreto Girls High school maintained the good performance in the KCSE examination. The School managed a mean score of 9.4603 in the 2019 Kenya Certificate of Secondary Education, KCSE, examination. The school registered a total of 266 candidates.
247 candidates scored a mean grade of C+(plus) and above, hence, booking direct tickets to university; representing 92.86% of the candidates who sat for the examination. 8 students scored straight A’s while, Candidates who scored mean grade of A- (minus) were 78 . Others scored B+ (69), B (46), B- (32) and C+ (14 candidates).
MEAN GRADE | NUMBER OF CANDIDATES |
A | 8 |
A- | 78 |
B+ | 69 |
B | 46 |
B- | 32 |
C+ | 14 |
C | 15 |
C- | 3 |
D+ | 0 |
D | 1 |
D- | 0 |
E | 0 |
x | 0 |
TOTAL | 266 |
The National examinations body has released guidelines and timelines for registration of of candidates for the 2020 Teacher Education Examinations. These instructions on registration of candidates for the 2020 Teacher Education examinations are based on the Kenya National Examination Council, KNEC, 2014 regulations for each examination.
These Teacher education examinations are;
1.1.1 Primary Teacher Education (PTE),
1.1.2 Diploma in Teacher Education (DTE),
1.1.3 Early Childhood Development Education – Proficiency Certificate and Diploma Examinations (ECDE),
1.1.4 Teacher Certificate in Adult Education (TCAE),
1.1.5 Diploma in Special Needs Education Part I and II.
1.2 Registration of candidates who will be sitting for the Teacher
Education examinations in 2020 will be done strictly on-line.
The Institutions / Colleges will access the KNEC registration portals:
1.3 Heads of Institutions/Sub-County Directors of Education/Sub County Adult Education Officers are expected to strictly follow the procedures on registration of candidates as outlined in the registration portal. Any deviation from the procedures would either render the candidates ineligible for registration or cause the processing of the candidate’s examination results to be delayed, deferred or cancelled.
1.4 All candidates are institutional based; hence no private candidates entered for teacher education examinations.
1.5 The registration of candidates is done by the college principal or Sub County Education Officer for the registration of ECDE Proficiency and Sub County Adult and Continuing Education Officer for TCAE examination.
1.6 It is the responsibility of the candidate, to ensure that their names,
gender and previous details for repeaters are in every way correct
and is a replica of the qualifying certificate and that they are
entered for the correct course/option and paper(s).
1.7 The registration dates for the 2020 Examinations are shown in the table below;
TABLE 1: REGISTRATION DATES FOR 2020 TEACHER EDUCATION EXAMINATIONS
TYPE OF EXAMINATION | GROUP OF CANDIDATES | REGISTRATION DATES | EXAM MONTH |
Diploma in Teacher Education (DTE( | Regular Students and Repeaters | 1st August to 15th October, 2019 | March 2020 |
Special Needs Education (SNE) Part I and II | Regular Students and Repeaters | 1st August 15th November, 2019 | April 2020 |
Teacher Certificate in Adult Education (TCAE) | Regular Students and Repeaters | 1st September to 15th October, 2019 | July 2020 |
Primary Teacher Education (PTE) | Regular Students and Repeaters | 1st September 15th October, 2019 | July 2020 |
ECDE Proficiency, Certificate and Diploma | Regular Students and Repeaters | 1st August to 15th September 2019 | April 2020 |
NB: Please be informed that there will be no late registration of candidates
1.8 All Colleges/Institutions must have a minimum of ten (10) candidates to qualify for the registration of candidates for any of the Teacher Education examination offered by the institution/Sub County. Any centre wishing to register candidates for a course
with less than ten (10) candidates must pay at the cost of registering ten (10) candidates.
NB: Please note that the rates for the top up are as per the rates of the regular candidates not repeaters.
1.9 The Council will surcharge a candidate or the institution examination fee penalties in case of any form of registration errors requiring amendment after the close of registration period;
1.9.1 Change of subjects (this will be treated as an under protest case) will attract a fee penalty of three thousand shillings (Kes. 3,000) per registered candidate;
1.9.2 Amendment of candidates’ examination details will attract a penalty fee of five hundred shillings (Kes.500) per candidate.
1.10 For the registration of candidates with any form of special needs, the college/institution is expected to provide an approved medical report from a government hospital indicating the nature and extend of disability for such candidate(s) for ease of registration.
The council will consider each case in its own merit for further assessment.
1.11 Registration materials, which include the nominal roll signed by each candidate, fee payment deposit slips and corresponding invoice and copies of the qualifying certificates (e.g. KCSE) or equation letters for candidates with foreign certificates, are to be
submitted to KNEC by the Head of Institution or his/her nominee with written approval within two (2) weeks after the close of registration period for each examination. Submission of registration materials is compulsory.
1.12 All institutions must ensure that candidate’s photographs and the face/front side of the National Identification Card (ID) are uploaded. The uploaded photographs and ID card must be downloaded and printed to produce an institutions’ photo register.
The signed copy of the photo album is to be kept by the college/institution and handed over to the Supervisor during the rehearsal day of the examination for identification of registered candidates.
1.13 Each candidate is required to confirm the subjects registered for and sign against their names.
1.14 Colleges should note that copies of nominal roll, fee payment deposit slips and corresponding invoices should be certified by the Sub-County Director of Education before submission to KNEC.
REGULATIONS FOR REGISTRATION OF DIPLOMA IN EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) EXAMINATIONS
6.1 College/Institutional candidates entered for examinations must have been bona – fide enrolled students studying in the college Institution.
6.2 Extra-territorial candidates who hold certificates from foreign examining boards that are equivalent to the prescribed minimum entry requirement will be eligible to sit for ECDE Diploma examination. Before registration for the examination, such candidates should seek equation of their qualifications from the Council authorizing them to register for the ECDE examination.
6.3 The minimum entry requirement for the Diploma in Early Childhood Education examination shall be:
6.3.1 Candidates of any age may enrol for the Diploma in Early Childhood Development and Education examination provided they possess any one of the following minimum qualifications:
6.3.1.1 KCSE Grade C plain or KCE Division 2;
6.3.1.2 Primary Teacher Education – P1 Teacher Training Certificate;
6.3.1.3 At least D+ in the KCSE examination or KCE Division 3 and in addition have a KNEC ECDE Certificate or Ministry of Education DICECE Certificate.
6.3.1.4 KCE Division 3 and KACE (A Level) certificate with a minimum of 1 principal.
6.3.1.5 For institutions to access the registration platform they can lock into the website: https://registration knec.ac.ke/online-ecde
6.3.2 Candidates wishing to take the examination for the first time must have undertaken either four full terms of pre-service training or six in-service training sessions in addition to fulfilling the requirements for teaching practice.
6.4 Teaching Practice and Project
All ECDE candidates must take teaching practice to qualify for the award of ECDE diploma. Each candidate must be assessed three (3) times cutting across the different subjects registered for examination for the regular candidates and three times for the in- service candidates. The candidates will be subjected to external assessment during the final teaching practice. Upon completion of the teaching practice, the candidate’s TP marks are to be uploaded into the KNEC website https://registration, knec.ac.ke/online-ecde
by the external assessors in liaison with the college principal immediately after the final assessors meeting at the examination centre not later than 30th March 2020.
6.5 Continuous Assessment Test (CAT) Marks and Final Teaching Practice
The colleges are expected to compile two (2) sets of the candidate’s course work marks (CAT I, and II) to be forwarded to the Council. Upon completion and approval of the CAT marks by the college principal, candidate’s marks are to be uploaded online
to the KNEC website https://registration knec.ac.ke/online-ecde between 1st and 31st March 2020. The head of the institution is expected to sign and certify on each page of the CAT marks and submit it to Examinations Administration – Examination Management division.
6.6 Candidates will be required to enrol for all the eight (8) subjects for the Examination as shown below;
6.6.1 Foundations of ECDE and Curriculum Development (6011)
6.6.2 Psychology, Personality Development, Guidance and Counselling (6012)
6.6.3 Child Growth and Development (6013)
6.6.4 Child Health, Nutrition and Rights (6014)
6.6.5 Management of ECDE, Community Development and Research (6015)
6.6.6 Methodology and Curriculum Activities (6016)
6.6.7 Research Project in ECDE (6017)
6.6.8 Teaching Practice (6018)
6.7 ECDE Diploma Examination Fees Candidates are expected to pay for the ECDE examinations as per the Schedule shown in the table 6 below:
TABLE 6: ECDE DIPLOMA EXAMINATION FEE CHARGES
TYPES OF FEE PAYMENT | TOTAL AMOUNT- KSh. |
Basic fee for Regular/ repeater students | 1,260 |
Paper Fee | 1,080 |
Search Fee Per Candidate | 450 |
Project Fee Per Candidate | 360 |
Teaching Practice Fee | 2,500 |
Total Examination Fees For Regular Candidates | 11,680 |
Total Examination Fees For Candidates Repeating one (1) Subject | 2,790 |
Total Examination Fees For Candidates Repeating two (2) Subjects | 3,870 |
Total Examination Fees For Candidates Repeating Three (3) Subjects | 4,950 |
6.8 Referrals.
Candidates who will be referred in the ECDE examination can register to re-sit the 2020 ECDE examination at their former colleges. The Principals are informed to upload the repeaters details using the repeaters option in the registration portal; https://registration knec.ac.ke/online-ecde
7.0 REGULATIONS FOR REGISTRATION OF CERTIFICATE IN EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) EXAMINATIONS
7.1 College/Institutional candidates entered for the certificate in ECDE examination must have been bona – fide enrolled students studying in the college/Institution.
7.2 Extra-territorial candidates who hold certificates from foreign examining boards that are equivalent to the prescribed minimum entry requirement will be eligible to sit for ECDE certificate examination. Before registration for the examination, such candidates should seek equation of their qualifications from the Council authorizing them to register for the certificate in ECDE examination.
7.3 The minimum entry requirement for the Certificate in Early Childhood Education examination shall be:
7.3.1 Candidates of any age may enrol for the Certificate in Early Childhood Development and Education examination provided they possess any one of the following minimum qualifications:
7.3.1.1 KCSE Grade D+ (Plus) or KCE Division IV
7.3.1.2 Primary Teacher Education – P2 Teacher Training Certificate.
7.3.1.3 At least KCPE Certificate and must have passed Proficiency Test administered by KNEC.
7.3.1.4 Must have undertaken either four (4) full terms of pre-service training or six (6) in- service training sessions east sessions in addition to fulfilling the requirements for teaching practice.
7.3.1.5 For institutions to access the registration platform they can lock into the website: https://registration knec.ac.ke/online-ecde
7.3.2 Candidates wishing to take this examination for the first time must have undertaken either four (4) full terms of pre-service training or six (6) in-service training sessions in addition to fulfilling the requirements for teaching practice.
7.4 Teaching Practice and Project
All ECDE candidates must take teaching practice to qualify for the award of ECDE diploma. Each candidate must be assessed three (3) times cutting across the different subjects registered for examination for the regular candidates and three times for the in- service candidates. The candidates will be subjected to external assessment during the final teaching practice. Upon completion of the teaching practice, the candidate’s TP marks are to be uploaded into the KNEC website https://registration.knec.ac.ke/online-ecde by the external assessors in liaison with the college principal immediately after the final assessors meeting at the examination centre not later than 30th March 2020.
7.5 Continuous Assessment Test (CAT) Marks and Final Teaching Practice
The colleges are expected to compile two (2) sets of the candidate’s course work marks (CAT I, and II) to be forwarded to the Council. Upon completion and approval of the CAT marks by the college principal, candidate’s marks are to be uploaded online to the KNEC website https://registration.knec.ac.ke/online-ecde between 1st and 31st March 2020.
The head of the institution is expected to sign and certify on each page of the CAT marks and submit it to Examinations Administration – Examination Management division.
7.6 Candidates will be required to enrol for the following papers at one sitting:
7.6.1 Child Development and Psychology (7011)
7.6.2 Foundations and Management of ECDE (7012)
7.6.3 Child Health, Nutrition, Guidance and Counselling (7013)
7.6.4 Curriculum and Methodology (7014)
7.6.5 English and Kiswahili (7015)
7.6.6 Curriculum Activities (7016)
7.6.7 Teaching Practice (7017)
7.7 Examination fees for certificate in ECDE Candidates are expected to pay for the examinations as per the schedule shown in the table 6 below;
TABLE 7: ECDE CERTIFICATE EXAMINATION FEE CHARGES
TYPES OF FEE PAYMENT | TOTAL AMOUNT- KSh. |
Basic fee for Regular/ repeater students | 960 |
Paper Fee | 780 |
Search Fee Per Candidate | 450 |
Teaching Practice Fee | 2,500 |
Total Examination Fees For Regular Candidates | 8,140 |
Total Examination Fees For Candidates Repeating one (1) Subject | 2,190 |
Total Examination Fees For Candidates Repeating two (2) Subjects | 2,970 |
Total Examination Fees For Candidates Repeating Three (3) Subjects | 3,750 |
7.8 Referrals.
Candidates who will be referred in the ECDE examination can register to re-sit the 2020 ECDE examination at their former colleges. The Principals are informed to upload the repeaters details using the repeaters option in the registration portal https://registration.knec.ac.ke/onlinreferred
REGULATIONS FOR REGISTRATION OF PROFICIENCY CERTIFICATE IN EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) EXAMINATIONS
8.1 Candidates entered for examinations must be registered by the DICECE programme officer on behalf of the Sub County Education Officer. Colleges registering Proficiency Certificate candidates will be barred from registering candidates for the 2015 ECDE examination.
8.2 Extra-territorial candidates who hold certificates from foreign examining boards that are equivalent to the prescribed minimum entry requirement will be eligible to sit for ECDE Proficiency Certificate examinations. Before registration for the examination, such candidates should seek equation of their qualifications from the Council authorizing them to register for the proficiency certificate in ECDE examination.
8.3 The minimum entry requirement for the Proficiency Certificate in Early Childhood Education examination shall be:
8.3.1 A minimum of Kenya Certificate of Primary Education (KCPE).
8.3.2 KCSE Mean grade of D Plain and below.
8.4 The examination is meant for candidates who do not qualify for direct entry to the certificate course. It is premised on the understanding that the candidate has been working and preparing for or upgrading their previous grades or qualifications.
8.5 The examination will be pegged on candidate’s competence in English, Arithmetic and General Studies. The Proficiency examination will consist of 2 papers, each of 2 hours duration.
8.5.1 8011/1: English (Grammar, Comprehension and Composition)
8.5.2 8011/2: Arithmetic
8.5.3 8012: General Studies – consisting of issues in Geography, History, Civics, Emerging Issues, Family, Childcare and Environmental Issues.
8.6 Examination fees for Proficiency Certificate in ECDE.
Candidates are expected to pay for the examinations as per the schedule shown in the table 8 below;
TABLE 8: ECDE PROFICIENCY CERTIFICATE EXAMINATION FEE CHARGES
TYPES OF FEE PAYMENT | TOTAL AMOUNT- Kshs. |
Basic Fee | 1,500 |
Paper Fee | 500 |
Total Fees | 3,000 |
8.7 Sub County Education Officers must ensure that only those candidates who meet the minimum entry requirements for the course are registered for the examination.
8.8 Referrals.
Those who sit for the proficiency examination will only be graded as pass or fail. There shall be no referrals for the proficiency test. The pass mark for the proficiency examination is (35) thirty five marks. Once a candidate fails, he/she cannot be referred.
9.0 EXAMINATION FEES COLLECTION ACCOUNTS FOR ALL TEACHER EDUCATION EXAMINATIONS
9.1 After downloading a college invoice at the end of registration, Payment can be made into the Council Fees Collection Accounts in any of the Banks listed below;
TABLE 9: KNEC FEES COLLECTION ACCOUNTS BANK
S/No. | BANK NAME |
9.1.1 | Co-operative Bank |
9.1.2 | National Bank of Kenya |
9.1.3 | Kenya Commercial Bank |
9.1.4 | Equity Bank |
Ensure the relevant deposit slip is used for each examination for accounting purposes.
9.2 You are hereby advised that no other mode of payment will be accepted by the Council.
The copies of the deposit slips and corresponding invoice will then be submitted to the Council within two (2) weeks after the close of the registration period.
10.0 QUERIES RELATED TO TEACHER EDUCATION EXAMINATIONS
10.1 All queries should be received by the council within 30 days after the date of release of examination results. Remarking of Teacher Education Examinations and replacement of certificates has been suspended by the Council.
10.2 Heads of institutions must check the examination results, results slips or certificates immediately after the release and raise queries within the 30 days after the date of release. The queries raised during this period will not attract any penalty.
10.3 Examination related queries received after the 30 days under 10.2 above will attract a penalty fee of Five Thousand shillings (Kes.5000) for the Council to resolve the issue.
11.0 RE-SITTING OF FAILED/REFERRED CANDIDATES CANCELLED RESULTS
11.1 As per the KNEC policy, candidates are allowed to re-sit a failed/referred examination paper(s)/subject(s) any number of times within a period of five (5) years after the first sitting.
11.2 Any candidate who does not pass all the papers within five (5) years after the initial sitting will have to re-take the entire examination, including continuous assessment and teaching practice.
11.3 Any candidate whose results read CRNM (Course requirement not met) must register for the missing subjects and CATS that led to award of a CRNM
11.4 Candidates whose results are cancelled and overall grade is given as ‘y’, are banned for THREE years from sitting the examination.
They will only be eligible to sit for any examination after the three year period.
12.0 Photograph specifications
12.1 Must be in colour (at least 24 bits per pixel).
12.2 The size of the photo should be 45mm by 35mm in JPEG format (jpg extension) or PNG format.
12.3 The photograph should not be compressed
12.4 Only digital photos will be accepted.
12.5 The image must contain the full face, neck, and shoulders of the applicant in frontal view with a neutral, non-smiling expression and with eyes open unobstructed and directed at the camera.
12.6 All facial features must be visible and unobstructed.
12.7 The image must be taken within 6 months of the submission date.
Kenyatta University Council wishes to invite applications from eminent individuals who are suitably qualified and experienced with outstanding academic credentials and relevant experience for the following positions;
PROJECT COORDINATOR The Enhancing Community Food Security in Urban and Rural Areas through Outreach Youth Champions (EFSOYC) project hosted by Kenyatta University is seeking to engage a project coordinator. The goal of the EFSOYC project is to enhance food security and improve livelihoods in the urban and rural areas through Agri- enterprise initiatives targeting the most food insecure farming households using OYC. In pursuit of SDG 2, the Kenya Government Big Four Agenda on food security and the Science, Technology, Innovation Strategy for Africa (STISA-2024) priority area on eradication of hunger and achieving food security, the project will adopt an innovative and participatory approach to contribute to enhancement of food security. This pilot project will leverage on the potential of youth drawn from Kenyatta University to drive food security efforts in their local communities by using an Outreach Youth Champions (OYC) model and existing community organizations. Qualifications: How to Apply: Applicants and one professional referee should WRITE VIA EMAIL directly to: Principal Investigator Soft copy applications and support letter from the referee should be received not later than Wednesday, 5th December 2018 at 4 pm. |
The Kenya Medical Training College charges different tuition fees for its regular and self-sponsored students. Get all the details about the fee structure this academic year.
The following items form the fee structure for KMTC students;
Government sponsored students fee varies depending on the level of study and the courses they undertake. The fee structure of regular students in their first year is as shown below;
Items | 1st Semester | 2nd Semester | Total |
Registration fee | Ksh. 2,000.00 | – | Ksh. 2,000.00 |
Activity fee | Ksh. 1,000.00 | Ksh. 1,000.00 | Ksh. 2,000.00 |
Examination fee | Ksh. 5000.00 | Ksh. 5,000.00 | Ksh. 10,000.00 |
Library and ICT Services | Ksh. 2,000.00 | Ksh. 2,000.00 | Ksh. 4,000.00 |
Tuition fee | Ksh. 15,000.00 | Ksh. 15,000.00 | Ksh. 30,000.00 |
Research and Development fee | Ksh. 5,000.00 | Ksh. 5,000.00 | Ksh. 10,000.00 |
Transport levy | Ksh. 6,000.00 | Ksh. 6,000.00 | Ksh. 12,000.00 |
Maintenance levy | Ksh. 5,000.00 | Ksh. 5,000.00 | Ksh. 10,000.00 |
Student Identification card | Ksh. 700.00 | – | Ksh. 700.00 |
Total Amount | Ksh. 80,700.00 |
The fee structure of regular students in their continuing years is constant. The students pay the following amounts;
Items | 1st Semester | 2nd Semester | Total |
Activity fee | Ksh. 1,000.00 | Ksh. 1,000.00 | Ksh. 2000.00 |
Examination fee | Ksh. 5,000.00 | Ksh. 5,000.00 | Ksh. 10,000.00 |
Library and ICT Services | Ksh. 2,000.00 | Ksh. 2,000.00 | Ksh. 4,000.00 |
Tuition fee | Ksh. 15,000.00 | Ksh. 15,000.00 | Ksh. 30,000.00 |
Research and Development fee | Ksh. 5,000.00 | Ksh. 5,000.00 | Ksh. 10,000.00 |
Transport levy | Ksh. 6,000.00 | Ksh. 6,000.00 | Ksh. 12,000.00 |
Maintenance levy | Ksh. 5,000.00 | Ksh. 5,000.00 | Ksh. 10,000.00 |
Total Amount | Ksh. 78,000.00 |
Other expenses incurred by students include charges for meals and accommodation. The amounts payable for meals and accommodation vary from one campus to another.
The institution charges a non-refundable fee of Kshs. 2,022.00. All applications are made online. The application fee is payable via M-Pesa pay bill number 964150 following the procedure outlined on the institution’s website.
The college does not accept direct cash payments. However, deposits can be made at any branch countrywide. The fee is payable in two installments, per semester and at the beginning of the semester.
The college’s payment details are as follows;
Bank name | Account name | Account number |
National Bank, Hospital Branch, Nairobi. | KMTC Central Collection Account | 01003086514000 |
Kenya Commercial Bank, Moi Avenue Branch, Nairobi. | KMTC Holding Account | 1158030274 |
There are two options to become a student at KMTC; as a regular or a parallel student. Therefore, when making your application, select regular if you want to be sponsored by the government.
REGULAR STUDENT FEES AND OTHER CHARGES
ITEM | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | |||||||
SEM 1 | SEM 2 | TOTAL P.A | SEM 1 | SEM 2 | TOTAL P.A | SEM 1 | SEM 2 | TOTAL P.A |
(6 MONTHS) |
||
Amount (Ksh.) | Amount (Ksh.) | Amount (Ksh.) | |||||||||
1. | Registration Fee | 2,000.00 | – | 2,000.00 | – | – | – | – | – | – | – |
2. | Activity Fee | 1,000.00 | 1,000.00 | 2,000.00 | 1,000.00 | 1,000.00 | 2,000.00 | 1,000.00 | 1,000.00 | 2,000.00 | 5,000.00 |
3. | Examination Fee | 5,000.00 | 5,000.00 | 10,000.00 | 5,000.00 | 5,000.00 | 10,000.00 | 5,000.00 | 5,000.00 | 10,000.00 | 2,000.00 |
4. | Library and ICT services | 2,000.00 | 2,000.00 | 4,000.00 | 2,000.00 | 2,000.00 | 4,000.00 | 2,000.00 | 2,000.00 | 4,000.00 | 2,000.00 |
5. | Tuition Fee | 15,000.00 | 15,000.00 | 30,000.00 | 15,000.00 | 15,000.00 | 30,000.00 | 15,000.00 | 15,000.00 | 30,000.00 | 15,000.00 |
6. | Research and Development Fee | 5,000.00 | 5,000.00 | 10,000.00 | 5,000.00 | 5,000.00 | 10,000.00 | 5,000.00 | 5,000.00 | 10,000.00 | 5,000.00 |
7. | Transport Fee | 6,000.00 | 6,000.00 | 12,000.00 | 6,000.00 | 6,000.00 | 12,000.00 | 6,000.00 | 6,000.00 | 12,000.00 | 5,000.00 |
8. | Maintenance Fee | 5,000.00 | 5,000.00 | 10,000.00 | 5,000.00 | 5,000.00 | 10,000.00 | 5,000.00 | 5,000.00 | 10,000.00 | 5,000.00 |
9. | Student Identity Card | 700.00 | – | 700.00 | – | – | – | – | – | – | – |
TOTAL KSHS. | 41,700.00 | 39,000.00 | 80,700.00 | 39,000.00 | 39,000.00 | 78,000.00 | 39,000.00 | 39,000.00 | 78,000.00 | 39,000.00 |
Charges for meals and accommodation shall be payable directly at the respective Campus at applicable rates. The respective
BACHELOR OF SCIENCE IN ANIMAL SCIENCE KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023
BACHELOR OF SCIENCE IN ANIMAL SCIENCE | ||||||||||
PROG CODE | INSTITUTION NAME | PROGRAMME NAME | 2022/2023 CUTOFF | 2019/2021 CUTOFF | 2018 CUTOFF | 2017 CUTOFF | 2016 CUTOFF | 2015 CUTOFF | ||
1 | 1117294 | PWANI UNIVERSITY | BACHELOR OF SCIENCE IN ANIMAL SCIENCE | 16.791 | 24.387 | 30.171 | – | – | – | |
2 | 1165294 | MAASAI MARA UNIVERSITY | BACHELOR OF SCIENCE (ANIMAL HEALTH & PRODUCTION) | 16.791 | 24.058 | 23.851 | 25.249 | 22.432 | 27.643 | |
3 | 1240294 | MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY | BACHELOR OF SCIENCE (ANIMAL HEALTH AND PRODUCTION) | 16.791 | 25.553 | 28.339 | – | 26.892 | 34.083 | |
BACHELOR OF ARTS IN CHILDCARE AND PROTECTION | ||||||||||
1 | 1117322 | PWANI UNIVERSITY | BACHELOR OF ARTS IN CHILDCARE AND PROTECTION | 24.175 | 24.397 | – | – | – | – | |
2 | 1475322 | TANGAZA UNIVERSITY COLLEGE | BACHELOR OF ARTS IN CHILD AND YOUTH STUDIES | 22.21 | 24.993 | 25.754 | – | – | 23 |
County Schools in Kenya form the third tier of secondary schools; after National and Extra County schools, respectively. The schools admit students from majorly within the country. Admissions to these schools is done online by the Ministry of Education. The Schools are either of Mixed or single sex type.
Here are the County Schools in Siaya County:
School Code | School Name | Category | Type |
42705302 | HAWINGA GIRLS HIGH SCHOOL | County | Girls |
42712103 | BARKOWINO SECONDARYSCHOOL | County | Mixed |
42712104 | MAJIWA BOYS SECONDARY SCHOOL. | County | Boys |
42712106 | BARCHANDO GIRLS’ SECONDARY SCHOOL | County | Girls |
42712201 | NYANGOMA SECONDARY SCHOOL | County | Boys |
42712302 | BARKANYANGO SECONDARY SCHOOL | County | Boys |
42712303 | WAMBASA GIRLS SECONDARY SCHOOL | County | Girls |
42712306 | GOT AGULU SECONDARY SCHOOL | County | Boys |
42721102 | D.O. MAKASEMBO SECONDARY SCHOOOL | County | Mixed |
42721103 | NYAKONGO GIRLS SECONDARY SCHOOL | County | Girls |
42721104 | ST. SYLVESTER’S GIRLS SECONDARY SCHOOL | County | Girls |
42721105 | NDIGWA SECONDARY SCHOOL | County | Mixed |
42721203 | NYAGOKO SECONDARY SCHOOL | County | Mixed |
42721205 | RALIEW SECONDARY SCHOOL | County | Mixed |
42725116 | SIGWENG’ KARUOTH SECONDARY SCHOOL | County | Mixed |
42725210 | UGENYA HIGH SCHOOL | County | Boys |
42726102 | SINAGA GIRLS SECONDARY SCHOOL | County | Girls |
42726103 | ARGWINGS KODHEK SECONDARY SCHOOL | County | Mixed |
42726105 | NYAMNINIA SECONDARY SCHOOL | County | Mixed |
42726106 | ULUMBI SECONDARY SCHOOL | County | Mixed |
42726108 | MALIERA SECONDARY SCHOOL | County | Boys |
42726201 | SIREMBE MIXED SECONDARY SCHOOL | County | Mixed |
42726206 | NYAGONDO MIXED SECONDARY SCHOOL | County | Mixed |
42738106 | GOT OSIMBO GIRLS SECONDARY SCHOOL | County | Girls |
Preparation to hold Mashujaa day celebrations onThursday, at the Uhuru Gardens Memorial Park, Nairobi is almost complete.
Nairobi Regional Commissioner (RC) Kang’ethe Thuku who was briefing the media today on the government’s preparedness for the celebrations at Safari Club Lillian Towers hotel today, noted that Mashujaa day known as `Heroes Day’ is significant as it honours Kenyans who have contributed towards the country’s freedom and independence.
“This is a very important activity in our calendar as the struggle for independence involved suppression and loss of lives. About 10, 000 brave freedom fighters were imprisoned,” he stated.
He noted that the occasion will also be used to remember Kenyans who are hard hit by severe drought and those who were affected by the Covid 19 pandemic.
The RC who urged Kenyans to turn up in large numbers during the celebrations themed ‘Nchi yangu, jukumu langu, mimi ni shujaa,” assured that security has been beefed up to ensure the public is secure.
“Security personnel will be deployed at strategic places at the memorial park to guide members of the public to their parking designated areas as per car stickers,” he said, adding that roads will not be closed to the public.
Mr. Thuku disclosed that the national celebrations committee has identified various categories of artists to perform during the celebrations.
“The committee has also selected some of the notable heroes from our communities across the country as representatives of the rest of the heroes and heroines for recognition,” said the RC.
Mr. Thuku at the same time urged Kenyans who shall attend the celebrations to conduct themselves with decorum so as to make the event a success.
He said that the park has a seating capacity of over 22,000 persons, urging Kenyans across the country to join President William Ruto and other dignitaries in marking the auspicious occasion.
The meeting was hosted by the Ministry of Information Communication and Blue Economy, and was attended by the Nairobi County Commissioner Flora Mworoa, Nairobi Regional Security Committee team, Information Secretary Judy Munyinyi and the Director for Public Communication Muia Mulei among others.
Grade 7 School Choices – List of schools selected to host Junior High School in Marsabit County
Here is the official Ministry Of Education List of schools selected to host Junior High school. Get the school name, KNEC Code, Unique Identification Code (UIC), Sponsor, Category, Gender and Accommodation Type.
Get lists of schools from all other Counties here: Official list of Junior Secondary Schools in Kenya
S/No | County | Sub County | School Name | KNEC Code | UIC | Sponsor | Category | Gender | Accomodation Type |
1756 | MARSABIT | CHALBI | HON.ISACKO MEMORIAL | 16320401 | RX5K | CEB | COUNTY | Boys School | Boarding School |
1758 | MARSABIT | CHALBI | MAIKONA GIRLS | 16320301 | SEE2 | CEB | COUNTY | Girls School | Boarding School |
1760 | MARSABIT | LAISAMIS | LOGLOGO GIRLS SECONDARY SCHOOL | 16321102 | 3VW7 | CEB | COUNTY | Girls School | Boarding School |
1762 | MARSABIT | LOIYANGALANI | KULAL GIRLS | 16359102 | QD3Y | CEB | COUNTY | Girls School | Boarding School |
1768 | MARSABIT | MARSABIT | SAKUU HIGH SCHOOL | 16305302 | 9W87 | CEB | COUNTY | Boys School | Boarding School |
1772 | MARSABIT | NORTH HORR | NORTH-HORR BOYS SEC | 16358101 | G6AU | CEB | COUNTY | Boys School | Boarding School |
1773 | MARSABIT | NORTH HORR | NORTH-HORR GIRLS | 16358102 | 2KUU | CATHOLIC | COUNTY | Girls School | Boarding School |
6549 | MARSABIT | LAISAMIS | LAISAMIS SEC.SCHOOL | 16321101 | 82DF | CEB | COUNTY | Mixed School | Day School |
1755 | MARSABIT | CHALBI | CHALBI BOYS | 16320302 | M6M7 | CEB | REGIONAL | Boys School | Boarding School |
1763 | MARSABIT | LOIYANGALANI | LOIYANGALANI MIXED SEC. | 16359101 | BZCX | CEB | REGIONAL | Mixed School | Boarding School |
1766 | MARSABIT | MARSABIT | MARSABIT BOYS | 16305101 | 5BRU | CEB | REGIONAL | Boys School | Boarding School |
1769 | MARSABIT | MARSABIT | SASURA GIRLS | 16305202 | ZX6F | CEB | REGIONAL | Girls School | Boarding School |
1771 | MARSABIT | MOYALE | MOYALE GIRLS SEC | 16311102 | 969V | CEB | REGIONAL | Girls School | Boarding School |
1774 | MARSABIT | SOLOLO | DR.GURRACHA MEMORIAL GIRLS | 16340202 | 3ED5 | CEB | REGIONAL | Girls School | Boarding School |
6570 | MARSABIT | SOLOLO | SOLOLO MIXED SEC SCHOOL | 16340201 | UAJQ | CEB | REGIONAL | Mixed School | Day School |
1767 | MARSABIT | MARSABIT | MOI GIRLS MARSABIT | 16300008 | DAH8 | CEB | NATIONAL | Girls School | Boarding School |
1770 | MARSABIT | MOYALE | MOYALE BOYS SEC SCHOOL | 16300014 | B956 | CEB | NATIONAL | Boys School | Boarding School |
9503 | MARSABIT | LAISAMIS | TIRIIM | 16321201 | ZSWY | AIC | PRIVATE | Mixed School | Boarding School |
9504 | MARSABIT | MARSABIT | CAVALERA | 50443029 | FN9V | Catholic | PRIVATE | Girls School | Boarding School |
9505 | MARSABIT | MARSABIT | JIRIME | 50471620 | WQBV | Private | PRIVATE | Girls School | Boarding School |
9506 | MARSABIT | MARSABIT | ST.PAUL | 50449404 | QZG9 | Catholic | PRIVATE | Boys School | Boarding School |
9507 | MARSABIT | MOYALE | OMC SECONDARY | 16311103 | DYEW | Private | PRIVATE | Boys School | Boarding School |
9975 | MARSABIT | MOYALE | LAMI SECONDARY SCHOOL | 16311108 | YV5J | Private | PRIVATE | Mixed School | Day School |
1757 | MARSABIT | CHALBI | KALACHA GIRLS | 16320303 | NP5E | CEB | SUB COUNTY | Girls School | Boarding School |
1759 | MARSABIT | CHALBI | TURBI GIRLS | 16320402 | 7W3Y | CEB | SUB COUNTY | Girls School | Boarding School |
1761 | MARSABIT | LOIYANGALANI | KOROLLE | 16359103 | M2WV | CEB | SUB COUNTY | Boys School | Boarding School |
1764 | MARSABIT | MARSABIT | KARARE | 16305105 | Y4QJ | CEB | SUB COUNTY | Mixed School | Boarding School |
1765 | MARSABIT | MARSABIT | MANYATTA JILLO | 16305303 | N2FN | CATHOLIC | SUB COUNTY | Mixed School | Boarding School |
1775 | MARSABIT | SOLOLO | WALDA BOYS COMPLEX | 16340203 | 23YY | CEB | SUB COUNTY | Boys School | Boarding School |
6548 | MARSABIT | LAISAMIS | KORR MIXED DAY SEC | 16321203 | R7MK | CEB | SUB COUNTY | Mixed School | Day School |
6550 | MARSABIT | LAISAMIS | MERILLE MIXED DAY SEC | 16321102 | TQ3B | CEB | SUB COUNTY | Mixed School | Day School |
6551 | MARSABIT | LAISAMIS | NGURUNIT | 16321202 | D4R6 | CEB | SUB COUNTY | Mixed School | Day School |
6552 | MARSABIT | MARSABIT | ACK ST.PETERS | 16305305 | HPFA | ACK | SUB COUNTY | Mixed School | Day School |
6553 | MARSABIT | MARSABIT | BADASSA MIXED | 16305304 | T6BJ | CEB | SUB COUNTY | Mixed School | Day School |
6554 | MARSABIT | MARSABIT | DAKABARICHA | 16305104 | XYAE | CEB | SUB COUNTY | Mixed School | Day School |
6555 | MARSABIT | MARSABIT | GADAMOJI HIGH | 16305203 | JZED | CATHOLIC | SUB COUNTY | Mixed School | Day School |
6556 | MARSABIT | MARSABIT | GORO RUKESA | 16305301 | 62TM | CEB | SUB COUNTY | Mixed School | Day School |
6557 | MARSABIT | MARSABIT | MARSABIT MIXED | 16305102 | X487 | CEB | SUB COUNTY | Mixed School | Day School |
6558 | MARSABIT | MOYALE | BORI JUNCTION MIXED DAY/BOARDING | 16311114 | W7NM | CEB | SUB COUNTY | Mixed School | Day School |
6559 | MARSABIT | MOYALE | BUTIYE MIXED SEC | 16311105 | UV76 | CEB | SUB COUNTY | Mixed School | Day School |
6560 | MARSABIT | MOYALE | DABEL MIXED DAY SEC SCHOOL | 16311106 | S3LV | CEB | SUB COUNTY | Mixed School | Day School |
6561 | MARSABIT | MOYALE | HEILU MIXED DAY | 16311111 | 2QYC | CEB | SUB COUNTY | Mixed School | Day School |
6562 | MARSABIT | MOYALE | KINISA MIXED DAY | 16311113 | 8D9H | CEB | SUB COUNTY | Mixed School | Day School |
6563 | MARSABIT | MOYALE | MANYATTA MIXED | 16311104 | FYHD | CEB | SUB COUNTY | Mixed School | Day School |
6564 | MARSABIT | MOYALE | MOYALE TOWNSHIP MIXED | 16311110 | L2ZW | CEB | SUB COUNTY | Mixed School | Day School |
6565 | MARSABIT | MOYALE | ODDA MIXED DAY SEC | 16311109 | WND7 | CEB | SUB COUNTY | Mixed School | Day School |
6566 | MARSABIT | MOYALE | SESSI MIXED DAY SCHOOL | 16311107 | LVG5 | CEB | SUB COUNTY | Mixed School | Day School |
6567 | MARSABIT | MOYALE | ST.MARYS MIXED DAY SEC MOYALE | 16311112 | 72ZJ | CEB | SUB COUNTY | Mixed School | Day School |
6568 | MARSABIT | NORTH HORR | DUKANA BOYS HIGH | 16358201 | N8Z4 | CEB | SUB COUNTY | Mixed School | Day School |
6569 | MARSABIT | NORTH HORR | RUSO MIXED DAY | 16358103 | GUJX | CEB | SUB COUNTY | Mixed School | Day School |
6571 | MARSABIT | SOLOLO | URAN MIXED | 16340204 | J2BW | CEB | SUB COUNTY | Mixed School | Day School |
Knec Official Address
- Chief Executive Officer
P.O. Box: 73598 00200,
Nairobi, Kenya.- Head Office
National Housing Corporation (NHC) House,
Aga Khan Walk,
- Tel: (+254 – 020) 317412; 317413; 317419; 317427; 341027; 341050; 341071; 341098; 341113; 2213381
- Fax: (+254 – 020) 2226032
- Email: info@knec.ac.ke
- Mobile: 0720741001/0732333860
- Website: https://www.knec-portal.ac.ke/
- Website: https://www.knec.ac.ke
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Kenya Professional Teaching Standards (KePTS) have competency Indicators that guide the intended learner’s outcomes.
Standard 1: Teacher Promotes Professionalism throughout his/her career
The competency indicators for this standard include:
The Teacher:
Standard No. 2: Teacher has pedagogical Content Knowledge and understanding of Competency Based Curriculum and how to implement it
Competency Indicators for this standard include:
The teacher:
i. Demonstrates understanding of the broad 21st century learners’
outcomes and support systems
ii. Demonstrates understanding of a competency- based education and
how it works
iii. Demonstrates knowledge of Basic Curriculum Reforms (BECR) i.e. the
seven core curriculum competencies
iv. Demonstrates ability to plan teaching with the end in mind using a
backward Instructional Design Model
v. Demonstrates understanding of major concepts and processes of
inquiry, central to the content area he/ she teaches
vi. Demonstrates ability to organize the content into an effective learning
and teaching progression
vii. Designs and implements instruction that integrates the seven BEC
cross curricular competencies and higher order skills that ensure
learning experiences reflect accurate and current content
viii. Applies knowledge and understanding of how learners learn in order to
plan a variety of instructional strategies and resources that respond to
learners’ diverse needs
ix. Demonstrates knowledge and skills to integrate the pedagogy of
community-service learning in the teaching/ learning area/ subject
x. Creates trustful and respectful climate by valuing learners experiences
xi. Infuses entrepreneurial and financial literacy across the curriculum
xii. Integrates literacy and numeracy skills across the teaching subject
area
xiii. Evaluates and modifies learning resources to support the teaching of a
content area
xiv. Assesses bias in learning resources to counter misinformation and
stereotyping
xv. Provides learners with a variety of information resources as well as
the technological tools to mediate learning
xvi. Knows how to use information technology resources to enhance
learner engagement
Standard 3: teacher has knowledge on assessment and reporting
Competency indicators for this standard include:
The teacher:
i. Designs assessment FOR, AS and OF learning
ii. Engages learners actively in assessment process, in order to develop their
capacity to co-construct criteria for success, self-monitor progress, and
provide prompt, descriptive and specific feedback to learners
iii. Uses information from assessment for learning to organize instruction and
learning resources, and to provide feedback to learners to help improve
and advance their learning
iv. Uses information to determine not only what learners know but also if
they apply what they know
v. Designs assessment of learning to confirm what learners know and can do
and to demonstrate if the learners have achieved curriculum outcomes
vi. Embeds assessment in all levels of lesson planning to meet the basic
education curriculum outcomes
vii. Designs assessment activities, tasks and strategies, for example:
performance tasks, anecdotal records, reflective journals, portfolios, peer
assessment, dramatization, projects, interviews, surveys, assessments,
observations, rubrics, rating scales, etc.
viii. Demonstrates understanding of a range of strategies for reporting
learners’ achievements and develops accurate records to inform and
communicate learner progress in timely and respectable manner to
learners and parents
Standard 4: Teacher Knows how to Create and Support Inclusive Education
Practices
Competencies Indicators for this standard include:
The Teacher:
i. Designs a teaching and learning environment that is responsive to the
physical, cultural, emotional and learning needs of all learners
ii. Involves learners in establishing and maintaining classroom procedures
and routines, and ensures discipline issues are addressed promptly, fairly
and respectfully
iii. Designs a learning environment where learners have access to both
material and human resources to promote their learning
iv. Creates inclusive classroom where learners with special needs have
opportunities to demonstrate their learning in their own way, using
appropriate resource support, both human and material including assistive
technology that accommodates their needs, and enables them to learn at
their own pace.
v. Creates a learning environment that ensures success of all learners
vi. Demonstrates understanding of learners as individuals with distinct
personal and diverse skills, abilities, talents and interests
vii. Establishes and implements inclusive and positive interactions to engage
and support all learners in classroom activities
5
viii. Integrates strategies that ensure safe, responsible and ethical use if
technology in learning and teaching
ix. Develops enriching experiences to support the gifted and talented
learners
Standard 5: Teacher knows and promotes comprehensive School Health and
safety
Competency indicators for this standard include:
The teacher:
i. Demonstrates understanding of the concept of health literacy skills, social
determinants of health and comprehensive school health
ii. Demonstrates understanding of infectious diseases and their sources with
a view to reducing learners’ exposure to these health conditions through
education
iii. Demonstrates understanding of emotional health and stressors and uses
stress reduction strategies to support learners
iv. Demonstrates understanding if sexuality, health education and HIV, and is
able to teach learners about risky sexual behaviour including HIV
infection
v. Demonstrates understanding of drug use, drug addiction, and educates
learners on the potential harm to their health and well being
vi. Demonstrates understanding of nutrition and healthy eating and educates
learners on health risks associated with consumption of unhealthy foods
such as diabetes, cancer, heart conditions.
vii. Demonstrates knowledge on effects of bullying on learners and educates
learners to build caring and respectful healthy relationships
viii. Demonstrates basic skills to handle life saving measures e.g. breathing
emergencies, resuscitation and cardiopulmonary techniques, bleeding and
shock management, splinting, burns and scalds, first aid equipment etc.
ix. Demonstrates appropriate skills to manage fire equipment and handle fire
disasters.
6
Standard 6: The Teacher has Knowledge of Financial Literacy Skills
Competency Indicators for this standard include:
Teacher:
i. Demonstrates understanding on financial matters including financial
management, terminologies, concepts and principles
ii. Applies various financial planning techniques such as budgeting, cash-flow
projections and cost benefit analysis, variance analysis and cost
management
iii. Analyses and interprets financial sheets, income and expenditure
statements and assets register
iv. Demonstrates understanding of procurement and disposal of goods and
services as required by the Public Procurement and Asset Disposal Act,
2015 and the Public Procurement Manual for Schools and Colleges, 2009
and the Public Audit Act, 2003 which governs the audit of school books
v. Demonstrate understanding of stores management and accounting
procedures that ensure proper stock control systems are established and
maintained in the school for the purpose of accountability
Standard 7: The Teacher Knows and Promotes Instructional Leadership and
Administration
Competency Indicators for this standard include:
The teacher:
i. Leads in developing and implementing a shared vision for the school and
instruction that supports all learners
ii. Leads and manages change
iii. Leads in building a collaborative school culture for professional learning
community and instructional improvements.
iv. Leads implementing high quality instructional practices
v. Leads high quality school-based professional; development that is linked
to instruction and learners; achievement
vi. Leads in using assessment data to improve teaching and learning
vii. Leads in building a positive inclusive learning environment
viii. Leads and practices distributed leadership
7
The Code of Regulations for Teachers (2015), describes the Head of Institution as a
lead educator and a quality assurance officer within the institution.
Standards for instructional leaders and competency indicators have been developed to serve as guidelines and benchmarks for the assessment of their work. The Seven (7)
Standards and competency indicators for instructional leaders are as enumerated
below: –
Standard 1: Takes Lead in Promoting Professionalism throughout the teaching
Career
Competency Indicators
The Instructional Leader:
1.1. Leads in Demonstrating professionalism when engaging and communicating
with learners, parents, colleagues, community and models high standards of
teaching characterized by collegiality, honesty, integrity, fairness, and
accountability.
1.2. Leads in Contributing to collaborative, inclusive, and friendly school through
participation in activities and partnerships with communities.
1.3. Leads in creating inclusive classroom environment that supports the social,
physical, intellectual, mental, cultural, and emotional development of
learners.
1.4. Undertakes lifelong learning and continually engages in self-reflection,
professional inquiry, and professional learning in subject-area content,
pedagogy, assessment, technology, health and well-being and cultural
responsiveness.
1.5. Leads in accessing broad range of professional learning opportunities from
multiple sources including coaches, mentors, and colleagues.
1.6. Is up to date on current educational theories, innovations in instruction,
assessment, program planning, classroom management and their application
in the classroom.
1.7. Leads in demonstrating understanding of Teachers Service Commission Act
of 2012, the Rights and Obligations of teachers as provided for in the Code of
8
Regulations for Teachers and the Ethical issues regarding teaching as provided
for in the Code of Conduct and Ethics.
1.8. Leads in conforming to professional expectations through appropriate
dressing, punctuality, communication, and conduct in school, community,
and on-line environments.
1.9. Leads in observing confidentiality requirements associated with their work,
including the recording, storing, access, release, and handling of confidential
information.
1.10. Leads in demonstrating understanding of the governance structures of basic
education institutions (Role of County Education Boards, Boards of
Management, Education Standards and Quality Assurance Council, Kenya
National Examinations Council, Kenya Institute of Curriculum
Development) and their legal acts.
1.11. Demonstrates understanding of the Rights of learners as provided for in the
Constitution of Kenya 2010, various charters, Basic Education Act 2013, and
other legal documents.
1.12. Leads in demonstrating understanding of Trends and Reforms in Education
since Independence.
1.13. Leads in demonstrating understanding of key provisions of Teachers Service
Commission Act 2012 (the Mandate of the Commission, Registration and
Discipline of teachers, compliance with Teaching Standards and the role of
Boards of Management as agents of the Teachers Service Commission).
1.14. Leads in demonstrating understanding of the legal relationship between the
Teachers service Commission and County Governments in regard to
employment and management of Early Childhood Development and
Education (ECDE) teachers and management of Legal proceedings against
government institutions.
9
Standard No.2: Takes lead in pedagogical content Knowledge and understanding
of Competency-Based Curriculum and how to implement it.
Competency Indicators
Instructional Leader:
2.1. Leads in demonstrating understanding of subject content knowledge and
research based instructional practices that engage learners’ learning activities.
2.2. Leads in understanding of how learners learn and ensures teachers use
appropriate pedagogies and resources to respond to learners’ diverse abilities.
2.3. Leads in demonstrating skills that support teachers in integrating the
pedagogy of community service learning in their teaching.
2.4. Leads in supporting teacher infused entrepreneurial and financial literacy
skills across the curriculum.
2.5. Leads in supporting teachers to integrate literacy and numeracy skills across
the curriculum.
2.6. Leads in demonstrating understanding of the broad 21st century learners’
outcomes and support systems.
2.7. Leads in demonstrating sound understanding of competency-based
curriculum and its implementation process.
2.8. Leads in demonstrating understanding of Basic Education Curriculum
Reform (BECR) i.e. the core curriculum competencies, competency indicators
and how to integrate them within the teaching subject and across grade levels.
2.9. Leads in demonstrating capability of how to plan teaching with the end in
mind using Backward Instructional Design Model in implementing a
competency-based curriculum.
Standard 3: Takes Lead in creating an Environment that Promotes Assessment
and reporting.
Competency Indicators
The Instructional Leader:
3.1. Leads in designing assessment For, As and Of learning.
3.2. Leads in using information from assessment on learners’ performance to
modify and differentiate teaching and learning activities.
10
3.3. Leads in engaging learners actively in assessment process, in order to develop
their capacity to co-construct criteria for success, self-monitor progress, and
provides prompt, descriptive and specific feedback to learners.
3.4. Leads in the use of information to determine not only what learners know but
also if they apply what they know.
3.5. Leads in facilitating assessment as learning through helping learners develop
skills for knowing about, reflecting on, and monitoring their own learning.
3.6. Leads in designing assessment of learning to confirm what learners know and
can do, to demonstrate if they have achieved curriculum outcomes.
3.7. Leads in embedding assessment in all levels of lesson planning to meet basic
education curriculum outcomes.
3.8. Leads in designing assessment activities, tasks and strategies, for example:
performance tasks, anecdotal records, reflective journals, portfolios, peer
assessments, dramatizations, projects, interviews, surveys, self-assessments,
observations, rubrics, rating scales, etc.
3.9. Leads in Demonstrating understanding of a range of strategies for reporting
learners’ achievements and develops accurate records to inform and
communicate learner progress in timely and respectable manner to learners
and parents.
Standard 4: Takes Lead in Creating and Supporting Inclusive Education Practices
Competency Indicators
The Instructional Leader:
4.1 Leads in designing a teaching and learning environment that is responsive
to the physical, social, cultural, emotional and learning needs of all
learners.
4.2 Leads in involving learners in establishing and maintaining classroom
procedures, routines, and ensures discipline issues are addressed promptly,
fairly and respectfully.
4.3 Leads in designing a learning environment where learners have access to
both material and human resources to promote their learning.
4.4 Leads in creating inclusive classroom where learners with special needs
have opportunities to demonstrate their learning in their own way, using
11
appropriate resource support, both human and material including assistive
technology that accommodates their needs, and enables them to learn at
their own pace.
4.5 Leads in demonstrating understanding of learners as individuals with
distinct personal and diverse skills, abilities, talents and interests.
4.6 Leads in establishing and implementing inclusive and positive interactions
to engage and support all learners in classroom activities.
4.7 Leads in integrating strategies that ensure a safe, responsible and ethical
use of technology in learning and teaching.
4.8 Leads in developing enriching experiences to support the gifted and
talented learners.
Standard 5: Takes Lead in Promoting a Comprehensive School Health and Safety
Competency Indicators
The Instructional Leader:
5.1 Leads in Demonstrating professionalism when engaging and
communicating with learners, parents, colleagues and community.
5.2 Leads in modelling high standards of teaching characterized by collegiality,
honesty, integrity, fairness, and accountability.
5.3 Leads in understanding of the concept of health literacy skills, social
determinants of health, and comprehensive school health.
5.4 Leads in demonstrating understanding of infectious diseases and their
sources to reduce learners’ exposure to these health conditions through
education.
5.5 Leads in demonstrating understanding of emotional health and stressors
and uses stress reduction strategies to support learners.
12
5.6 Leads in understanding of sexuality, health education and HIV, and
educates learners on risky sexual behaviour including HIV infection.
5.7 Leads in demonstrating understanding of drug use, drug addiction, and
educates learners on the potential harm to their health and well-being.
5.8 Leads in demonstrating understanding of environmental health, and
educates learners to keep healthy environment including proper garbage
and recyclable disposal and staying green.
5.9 Leads in demonstrating understanding on personal health hygiene and
medical conditions associated with unhygienic conditions.
5.10 Leads in demonstrating understanding on nutrition and healthy eating
and educates learners on health risks associated with consumption of
unhealthy foods such as diabetes, cancer, obesity, heart conditions.
5.11 Leads in demonstrating understanding on effects of bullying on learners
and educates learners to build caring and respectful healthy relationships.
5.12 Leads in demonstrating basic skills to handle life saving measures e.g.
breathing emergencies, resuscitation and cardiopulmonary techniques,
bleeding and shock management, splinting, burns and scalds, first aid
equipment etc.
5.13 Leads in demonstrating appropriate skills to manage fire equipment and
handle fire disasters.
Standard 6: Takes Lead in Knowledge and application of Financial Literacy skills
Competency Indicators
The Instructional Leader:
6.1 Leads in demonstrating literacy on financial matters; including financial
management, terminologies, concepts and principles.
6.2 Leads in applying various financial planning techniques such as budgeting,
cash-flow projections, and cost benefit analysis, variance analysis and cost
management.
6.3 Leads in analysing and interpreting financial management statements and
reports such as the balance sheets, income and expenditure statements and
assets register.
13
6.4 Leads in demonstrating understanding of procurement and disposal of
goods and services as required by the Public Procurement and Disposal
Act (2015) and Public Procurement Manual for Schools and Colleges (July
2009) and the Public Audit Act (2003) which govern the audit of school
books.
6.5 Leads in demonstrating understanding of stores management and
accounting procedures that ensure proper stock control systems are
established and maintained in the school for the purposes of
accountability.
6.6 Leads in infusing financial literacy across the teaching subject areas.
6.7 Leads in demonstrating understanding of the concepts on
entrepreneurship education and how to design learning experiences
including school based activities, community-based learning, and
mentoring that enhance entrepreneurial spirit and initiative among the
learners.
Standard 7: Takes lead in Developing a Collaborative Professional Learning
Culture
Competency Indicators
The Instructional Leader:
7.1 Leads and models lifelong learning.
7.2 Leads in Developing and implementing a shared vision for instruction that
supports all learners.
7.3 Leads in Promoting capacity building of all staff.
7.4 Leads in Building a professional learning community.
7.5 Leads in Practicing distributed leadership that creates opportunities for
teachers to serve as instructional leaders.
7.6 Leads in Using educational research and reflection to inform approaches to
professional learning and school improvement.
7.7 Leads in mentoring and coaching of teachers.
Name…………………………………………………………. Index No……………………
Signature…………………………… Date………………………
101/3
ENGLISH
PAPER 3
TIME: 2 ½ HOURS
SMARTPASS EXAMINATION
Kenya Certificate of Secondary Education (KCSE)
MODEL ONE
101/3
ENGLISH
PAPER 3
INSTRUCTIONS TO THE CANDIDATES
This paper consists of 2 printed pages. Candidates should check to ascertain that all pages are printed as indicated and that no questions are missing.
Either
As I said goodbye to her, little did I know that would be the last time I would be seeing her… (20 Marks)
Or
“Beauty lies in the eyes of the beholder.” (20 Marks)
Blossoms of the Savannah by Ole Kulet (20 Marks)
Female assertiveness is one of the main thematic concerns. Using Resian as a point of reference, justify this statement.
Either
“Let it never be said that our world was built on the madness of the old.” Describe the ‘madness of the old’ as referred to by this statement in the play ‘The Inheritance’ by David Mulwa.
Or
Political strife cause suffering to the citizens. Justify this assertion drawing your illustrations from the short story ‘The President’ by Mariatu Kamara.
Or
With close reference to the novel, The Pearl by John Steinbeck, write an essay on how Juana and Kino complement each other in their family.
Question 1
Or
Question 2
Introduction
In a patriarchal society, only those women who are assertive are able to stand in good stead. In ‘Blossoms of the Savannah’, Resian expresses her opinions openly and without fear with regards to what she considered oppressive practices against women.
(accept any relevant introduction)
Body
Firstly, Resian is opposed to cultural teachings that she perceives to be oppressive to women. In a defiant tone, she questions the length to which women go to please men, who she refers to as lazy bunch of busy bodies. She openly declares her refusal to be taught to solely please male counterparts. She feels, they can also cook, and they can, and should learn to please females. She also expresses her distaste/resentment for all those males who come around their home ordering them to do that or the other for them, simply because they are males. Thus, Resian intimates that male dominance should be done away with as it is oppressive to women folk.
Furthermore, Resian fights the idea that women should be treated like objects. Even though Resian and Taiyo had their plans and projections for their future, their father, Ole Kaelo makes decisions for them that are likely to change the course of their life without consulting them. He takes a briefcase with money presumably as a prize for one of them from Oloisudori. Again, Oloisudori lavishes them with gifts. To show Oloisudori that they were not on sale, they hatched a plan where they packed Oloisudori’s gifts in a carton and returned them to him. This shows Taiyo’s and Resian’s desire to achieve their dreams of pursuing further education at the university thereby developing their careers as opposed to their father’s plans for their lives – marriage.
In addition, Resian fiercely resists the idea of forcefully being married off. When Oloisudori declares that she was his wife, Resian screamed at him saying that she could only be his wife over her dead body and that he and her father could kill her and carry her dead body to Oloisudori’s palatial home. She was so angry at the disclosure that she shuddered with disgust and terror. Resian also confronts her father over the same issue of forced marriage. She hollered, shrieked and shrilled saying all sorts of things to express outrage. She cried accusing her father of hatred and betrayal by betrothing her to Oloisudori. Then she told her father that it would be better to kill her than to hand her over to his monster friend. All this outrage is a clear demonstration of how disgusting Resian regarded the idea of forced marriage.
Moreover, Resian could not condone sexual molestation against women. When Olarinkooi attempted to rape Resian, she fought him off fiercely. Mustering all her strength, she thrust Olarinkoi’s thumb into her mouth; sunk her teeth into the flesh like a ferocious animal and tenaciously held on to it, tugging at it fiercely like a lioness. Though Olarinkoi howled in pain, she was relentless as she dug deeper and the limb. Consequently, Olarinkoi was unable to accomplish his evil intentions.
Conclusion
In conclusion, through her assertiveness, Resian is able to resist oppressive practices against women and becomes one of the pioneers of women empowerment in her society.
Accept relevant credible conclusion
Question 3
Princess Sangoi and Romanus Bengo are seen to be fighting the madness that has characterized the leadership of kutula, through the ineffective leaders such as Malipoa, Chipande and Lacuna Kasoo. Their objective is to do away with vices ailing the society.
Body/content
To begin with, corruption is prevalent. Lacuna Kasoo borrows money from foreign countries in the name of Kutula as a country. He however does not use the money in development programmes but instead uses it on personal errands. He buys himself an aero plane worth eighty million and stuffs the rest of the money in foreign accounts. He also allows the councilors like Malipoa and Chipandeto get their share of the loot.
Secondly, immorality is evident among the Kutula leaders. The leader himself, Lacuna Kasoo is seen to be having a particular weakness for women, particularly young ones. This is evident in the fact that he forces Lulu into the state function and consequently into the royal palace, with the intention of marrying her as the second wife. This to him will be getting himself a new lease of life and consequently become younger. We are made to know that this happens every other year.
In addition to that, we see that murder is the order of the day in Kutula. This is spearheaded by Lacuna himself. With the ill advice of Bishop Menninger, he kills his own father King Kutula ix so as to rise to the position of leadership. He also plots the killing of Judah Zen Melo simply because he was opposed to his way of leadership.
Lastly, we see that dictatorship runs deep in kutula. Leader Lacuna Kasoo is seen to be one who forces his will even if it hurts others. Sangoi advices Tamina against barring Lulu from attending the commemoration, since it might invite the wrath of the leader. He also deals ruthlessly with those who oppose him. This is clear with the jailing of Bengo, and the beating, banishment and later killing of Judah.
Conclusion
In conclusion, we can say that Princess Sangoi and Bengo have liberated Kutula from the bondage of madness. Vices such as dictatorship, murder, immorality among others will hence come to an end.
Accept relevant credible conclusion
In politics, sometimes there may be dissenting factions which may flare up to violence. Whenever that happens the citizens suffer either physically or mentally.
(accept any relevant introduction)
Body/content
To start with, innocent students are subjected to physical and mental suffering. The narrator Mariatu Kamara suffers in the hands of her captors – the rebel soldiers who chop off both her arms. This causes her such excruciating pain that she loses consciousness. Besides, she suffers psychologically when the rebel soldiers celebrated their brutal action and taunted her to go and ask the president to give her new hands. The rebel soldiers did all these because they wanted to overthrow the government whom they accused of corruption.
In addition, the rebel soldiers attacked Marnamo village where they killed as many as a hundred people. They also captured and tied Mariatu Kamara’s two cousins Ibrahim and Mohammed. They also dragged her other cousin, Marie’s youngest daughter by the hair. Although these three cousins survived death, both their arms were cut off. The ordeal was indeed quite devastating.
Furthermore, the amputees who totaled to more than four hundred resided in a camp. The camp was in a deplorable condition. Besides the amputees, there were four times as many people, most of whom were family members who had moved there to take care of the injured. Yet the camp was the size of a football stadium. The camp was filthy with litter and the smell of rubbish, dirty bodies and cooking food was sickening. Again, the amputees earned their living from begging in the streets, a practice some of them hated.
Moreover, even when the narrator relocates to Toronto where she hoped to fulfil her dream of reading and writing, she suffers setbacks. Once enrolled in school, she was really struggling to write with amputated arms. The teacher had to be patient with her and when taking tests and exams, she had to be given extra time to complete.
Conclusion
In conclusion, political leaders should embrace peaceful means of resolving their disputes before it flares up to violence. This will spare innocent citizens the kind of suffering they go through.
Accept relevant credible conclusion
In any relationship, there are no two people who are exactly the same in terms of personality. Individuals have their strengths and weaknesses. For the relationship to thrive, individuals should use their strengths to complement one another. This is the case with Kino and Juana in the novel ‘The Pearl” by john Steinbeck.
Body/content
To start with, as Kino moved forward to tackle the scorpion that posed danger to Coyotito, Juana repeated an ancient magic to guard against the evil and muttered a Hail Mary between clenched teeth. After the scorpion bit Coyotito, Kino is preoccupied with beating the scorpion and stomping it until it was only a fragment and a moist place in the dirt. While on the other hand, Juana is busy sucking out as much poison as she can out of Coyotito’s wound in an attempt to save his life.
Furthermore, Juana complemented Kino by providing support during his low moments. When Kino suspected that the pearl buyers were cheating him of the real value of the pearl, Juana tugged at his back. When he turned and looked in Juana’s eyes, he had renewed strength. When Kino finally makes a decision, to go and sell the pearl at the capital, he sat brooding on his sleeping-mat. Juana watched him with worry, but she knew she could help him best by being silent and by being near.
In addition, Juana becomes a voice of sanity when Kino appeared to be headed for self-destruction. When Kino asserted that he was a man, Juana knew that it meant that Kino would drive his strength against a mountain and plunge his strength against the sea. Juana knew that Kino was headed for self-destruction. She decided to intervene by following him believing that as a woman, she would be the voice of reason, caution and her sense of preservation would cut through Kino’s manness and save them all.
Then Juana inspired hope in an otherwise hopeless situation. When Kino realized that the trackers were following them, a helplessness and a hopelessness swept over Kino and he suggested that he should let the trackers take him. However, Juana instantly offered encouragement to Kino. She tried to convince him that if he gave himself up, chances are the trackers would kill him, his wife and their child. Kino was able to see her point of view and decided to fight on. They proceeded to the mountains where Kino hoped they would lose the trackers.
Conclusion
In conclusion, it is evident that Juana’s strength of character came in handy whenever Kino’s strength wavered. As such their marriage thrived despite the many challenges they encountered.
Accept relevant credible conclusion
Are you searching for all the advertised BOM teaching vacancies? Well. Get a list of all the available teaching vacancies; including the schools and contacts. Some of the vacancies are for TSC employment.
Read through the list of available BOM vacancies below;
[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/AVAILABLE-TEACHING-VACANCIES.pdf”]
Must be registered by TSC and at least two years experience in handling Candidates class.
Drop your application in school or email to propoigirls@gmail.com
For any Inquiry Contact : 0710509897/0741111387
Deadline: 22/12/2020
For the interested individuals-
Please reach the principal through,
Tel:0723821799
Email:Kanthunischool@gmail.com
Payment 18k, call 0725074139
1.KISW/CRE
2.KISW/HIST
3.HIST/CRE
Requirements
1.Must have graduated.
2. Must have original transcripts and certificates.
2.Have TSC No.
Deadline for applicant submission is on 31st Dec 2020. Applications to be dropped in school or sent via school email:
nyayogirls@yahoo.com
Only shortlisted candidates will be contacted for Interviews on 6th Jan. 2021
Londiani Girls Secondary School is a Girls’ only boarding school, located in Londiani location, Kericho County; within the Rift Valley Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.
For all details about other schools in Kenya, please visit the link below;
Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.
One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/. This one requires the school’s log in credentials.
Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.
The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.
Please, remember to subscribe to our news channel to get real time news feeds. Simply click on the white bell when it pops up. Then, select ‘Subscribe’. Thanks.
In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Here are links to the most important news portals:
Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.
You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.
For all details about other schools in Kenya, please visit the link below;
Planning to pay the school a visit? Below are some of the lovely scenes you will experience.
Thanks for reading this article. Once again, remember to subscribe for timely news feeds. Thanks.
SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION
For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:
The Kenya National Examinations Council, KNEC, has released the 2020 Kenya Certificate of Secondary Education, KCSE, examinations’ instructions for subjects with projects/ practicals. Via a circular dated 20th January, 2020, the examination council instructs examination centres to download instructions for this year’s projects/ practicals via its official portal at: https://www.knec-portal.ac.ke
“The 2020 KCSE examination will commence with group IV subjects which have a project component; Art and Design (442/3), Agriculture (443/3), wood work (444/2), Metal Work (445/2), Building Construction (446/2) and Computer Studies (451/3),” reads, in part, the Circular by Dr. Mercy Karogo, the Acting Chief Executive Officer to the Council.
In the circular, the projects’ timelines have been given thus:
To download the instructions, schools and Sub- county Directors of Education are advised to log onto the KNEC. “All school principals and Sub- county Directors of Education (in of private candidates) with candidates who have registered for the subjects (Project based subjects; group 4) are required to log onto the KNEC Website: https://www.knec-portal.ac.ke and click on 2020 Project/ Practical button to download all the instructions related to the subjects the candidates are registered for,” Dr Karogo says.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Here are links to the most important news portals:
In order to ensure that the projects/ practicals are being carried out as per the outlined timelines, KNEC has maintained the two innovations (introduced in 2019) relating to the assessment of the group iv subjects. “The projects’ assessment will have two (02) key milestones, which must be completed by March 31st and July 15th, 2020,” Dr Karogo says.
KNEC says that the subject teachers are expected to upload candidates’ scores and pictorial evidence (portfolio) on the project portal; at the end of each milestone. This is a deviation from the past where subject teachers uploaded collated students’ scores at the end of the practical/ project period; mostly in September/ October. “The Pictorial evidence should be photographs of the candidates with their work, in either Graphics Interface Format (.gif) or JPEG (.jpg) format (These two are photograph formats obtained by using a digital Camera). Each candidate’s pictorial evidence should show the candidate’s name and KCSE examination index number,” Karogo explains.
This is in a bid by the Council to discourage last minute rushes and allegations that impersonators assist candidates in executing the projects/ practicals. “The Kenya National Examinations Council will closely monitor the project progress and authenticity of the scores of all project/ practical for the candidates who registered for the 2020 KCSE examination in the school at different times in the course of project/ practical implementation. The school and individual candidates will be expected to compile and maintain a portfolio (file) of evidence on the progress of the project work to be presented to the monitoring officers,” KNEC warns.
The registration exercise for candidates wishing to sit the 2020 national examinations is ongoing and expected to come to a close on 15th February, 2020.
According to KNEC, a User Manual will be available on the KNEC Portal to guide on how to log into the projects portal to download the advance instructions, key the candidates’ scores, upload photographic evidence, download and print reports on the Milestones.
Further, the First Milestone must be keyed in by March 31st and the Second Milestone by July 15, 2020. The Portal will only be accessible for keying and uploading milestone one scores from 1st March to 31st March, 2020. While, scores for Milestone two are to be uploaded between June 15 and July 15, 2020.
A fine of Sh500 per candidate will be charged if the scores are not captured online, as stipulated.
Keying in of candidates’ scores for KCSE examination papers with Oral and Aural components for French Paper 3 (501/3), German Paper 3 (502/3), Arabic Paper 3 (503/3), Kenyan Sign Language Paper 3 (504/3) and Music Paper 1 (511/1) shall be done by the assessors after the assessment of the candidates on the examination day.
Keying in of Home Science practical (441/3) candidates’ scores shall be done by Subject Teachers after the assessment of the candidates on the examination day.
EVIDENCE OF UPLOADED SCORES
All schools and Sub-County Directors of Education (for private candidates) are expected to download the candidates’ Scores Report (in Pdf format) and print a hard copy of the uploaded scores for each milestone and maintain it as evidence.
The Sub County Directors of Education should identify the schools that will host the private candidates for the project/practical work and inform KNEC in writing.
St Josephine Bakhita Girls Secondary School is a Girls’ Secondary School located in Rangwe Constituency in Homa Bay County; within the Nyanza Region of Kenya. Get to know St Josephine Bakhita Girls Secondary school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.
For all details about other schools in Kenya, please visit the link below;
Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.
One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/. This one requires the school’s log in credentials.
Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.
The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.
In need of more information about St Josephine Bakhita Girls Secondary School? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Here are links to the most important news portals:
Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.
You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.
For all details about other schools in Kenya, please visit the link below;
Planning to pay the school a visit? Below are some of the lovely scenes you will experience.
Also read:
SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION
For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:
There are about fifteen (15) County schools in Laikipia County. These schools are either Mixed or Single.County schools are the third best schools after National and Extra County schools.
The County schools admit students majorly from within the County. Admission of form ones is via the Education Ministry’s Portal. Calling letters to these schools are downloaded from the Ministry’s website; https://www.education.go.ke/index.php/online-services/form-one-selection
Here is a list of all the County schools in Laikipia County:
School Code | School Name | Category | Type | County |
30514107 | ENDANA SECONDARY SCHOOL | County | Mixed | Laikipia |
30514209 | KALALU GIRLS SECONDARY SCHOOL | County | Girls | Laikipia |
30543103 | ILPOLEI MIXED DAY SECONDARY SCHOOL | County | Mixed | Laikipia |
30543105 | LOKUSERO SECONDARY SCHOOL | County | Mixed | Laikipia |
30544202 | MUHOTETU GIRLS SECONDARY SCHOOL | County | Girls | Laikipia |
30555102 | INORO SECONDARY SCHOOL | County | Mixed | Laikipia |
30555103 | MALE SECONDARY SCHOOL | County | Girls | Laikipia |
30555104 | SWEETWATERS SECONDARY SCHOOL | County | Mixed | Laikipia |
30555106 | THOME BOYS SECONDARY SCHOOL | County | Boys | Laikipia |
30555201 | ST AUGUSTINE SIRIMA SECONDARY SCHOOL | County | Mixed | Laikipia |
30555301 | NGOBIT SECONDARY SCHOOL | County | Boys | Laikipia |
30555303 | NGOBIT GIRLS SECONDARY SCHOOL | County | Girls | Laikipia |
30556102 | MARMANET SECONDARY SCHOOL | County | Mixed | Laikipia |
30556203 | NJORUA HIGH SCHOOL | County | Mixed | Laikipia |
30556305 | IGWAMITI SECONDARY SCHOOL | County | Mixed | Laikipia |
The Teachers Service Commission, TSC, has effected the December 2019 delocalization exercise for school heads. In Kisii County, a total of fifty (50) teachers have been moved to neighbouring counties. The handing/ taking over exercise for the administrators is expected to be completed before schools open for first term on January 6, 2020.
Those moved are heads and principals and their deputies serving in their home counties and those who have served in the same station for a long period. Also on the move are new administrators who were appointed after the just concluded interviews .
Teachers with medical conditions have been spared from the ongoing delocalization exercise. Also spared are teachers aged above 56 years and those set to retire.
The Commission kicked off the delocalization exercise in January, 2018. Other massive deployments would then follow in April, August and December of the same year. Though in April, 2019 the Commission slowed down the transfers as only a handful administrators were moved.
Here is the list of affected schools in Kisii County:
S/NO. | SCHOOL OF ORIGIN | SUB COUNTY | SCHOOL TRANSFERRED TO | COUNTY |
1. | Riabamanyi | Kisii Central | Bonchari | Nyamira |
2. | St. Lawrance Kiongongi | Kitutu Central | Kamwala | Homabay |
3. | Masongo | Kisii Central | Motiret | Bomet |
4. | Bogiakumu | Kisii South | Metamaywa | Nyamira |
5. | St. Patricks Mosocho | Kitutu Central | Onyalo Mixed | Migori |
6. | St. Vincent De Paul Nyanko | Kisii Central | Rabuor Kogelo | Migori |
7. | St. Lukes Kanunda | Kitutu Central | Kuywa Friends | Bungoma |
8. | Nyansira Sda | Kisii Central | Borangi Sda | Nyamira |
9. | Iyenga | Kenyenya | Njoguini | Nyeri |
10. | Borangi Sda | Nyamache | St. Josephs Kemasare | Nyamira |
11. | Nyaimera | Gucha South | Kipsingei | Bomet |
12. | Itumbe Dok | Nyamache | Nyandenda | Homabay |
13. | Amariba | Kisii Central | Kapoleseroi | Bomet |
14. | Nyaguku Dok | Sameta | St. Sabinius Owich | Migori |
15. | Omobera Girls | Kenyenya | Lwanda Magwar | Migori |
16. | Kabigoria | Gucha South | Nyankore | Migori |
17. | Keberesi | Kenyenya | St. Pauls Gekano | Nyamira |
18. | St. Augustine Genga | Kisii South | Ntimama Sec. | Narok |
19. | St. Peters Suneka | Kisii South | Muhoroni | Kisumu |
20. | Kebabe Sda | Kenyenya | Nyamusi Girls | Nyamira |
21. | Keore Sec. | Kitutu Central | Jemovo | Vihiga |
22. | Getai Sda | Nyamache | Holo | Kisumu |
23. | Musa Nyandusi Gesicho | Masaba South | God Bura | Homabay |
24. | Riotero Sec. | Kitutu Central | Olare Sec | Homabay |
25. | Nyaura | Kisii Central | Kiptenden | Kericho |
26. | Queen Of Apostle Kanyimbo | Kitutu Central | Kapset | Bomet |
27. | Buyonge Sec | Gucha | Senye | Migori |
28. | Nyanguru | Kisii Central | Omware | Migori |
29. | Kiamabundu | Kisii Central | Mori | Migori |
30. | Emesa | Kenyenya | St. John Komolo Rume | Migori |
31. | Itibo Girls | Marani | Duchi Girls | Homabay |
32. | Nyakorere Pag | Kenyenya | Wayara | Homabay |
33. | Nyango | Gucha South | Sugumegas | Bomet |
34. | Nyaibate | Kenyenya | Kiembe | Homabay |
35. | Maroo Esinde | Gucha South | St. Joseph Miranga | Homabay |
36. | Mobirona | Kenyenya | Nyenga | Homabay |
37. | Tendere Boys | Gucha | Motosiet | Trans Nzoia |
38. | St.Joseph Matibo Mukasa | Masaba | Chiga Mixed | Homabay |
39. | Matagaro | Gucha | Nyakango | Homabay |
40. | Engoto | Marani | St. Nicansius Maranyona | Homabay |
41. | Sameta Mixed | Sameta | Mobirona | Kisii |
42. | Sosera Sda | Masaba South | Langi Mixed | Homabay |
43. | Getuki Sec | Gucha | St. Joseph Kemasare | . |
44. | Nyatwoni | Gucha South | Chemoiben | Kericho |
45. | Nyabinyinyi | Kenyenya | Tinderet | Nyamira |
46. | Matibo | Masaba South | Kamarus | Kericho |
47. | Nyankononi | Masaba South | Magire | Kericho |
48. | Kioge Girls | Kitutu Central | Magina | Homabay |
49. | Chibwobi | Masaba South | Gogkatuma | Homabay |
50. | Mosora | Gucha | Palamasogo | Homabay |
In a major step to combat career stagnation and enhance teacher morale, the Teachers Service Commission (TSC) has obtained a Ksh1 Billion budget for the promotion of 20,000 teachers during the 2025–2026 financial year. This initiative is part of the commission’s larger strategy to improve career advancement, address staffing shortages, and elevate the quality of education in Kenya.
For teachers who have been waiting for promotions, this news brings hope and acknowledgment. This article delves into the specifics of the promotion plan, its impact on the education sector, and essential information for teachers.
Career stagnation has been a long-standing challenge in Kenya’s teaching profession, with many educators stuck in the same job group for years due to a lack of promotion opportunities. This situation has resulted in decreased motivation and a feeling of being stuck among teachers, which ultimately affects their performance and the standard of education.
To tackle this issue, the TSC has set an annual goal of promoting at least 20,000 teachers. The Ksh1 billion allocated this year will help the commission achieve this aim, ensuring that teachers are recognized for their commitment and hard work.
The promotions will also assist in filling vacancies caused by retirements and other departures, especially in leadership roles such as Head Teachers (HoTs) and Deputy Head Teachers (DHoTs).
The TSC’s promotion plan is thorough and designed to ensure fairness and transparency throughout the process. Here are the main details:
The promotion process commenced with interviews held in January and February 2025. A total of 189,000 teachers applied for 25,288 available promotion positions, with 96,640 from primary schools and 44,043 from secondary institutions.
The TSC implemented a detailed scoring system to assess candidates. Important criteria included academic qualifications, years of service, TPAD (Teacher Performance Appraisal and Development) ratings, and age. For instance:
– Teachers aged 55 and older received 30 points, while those aged 30–39 received 14 points.
– A master’s degree was worth 5 points, a bachelor’s degree 3 points, and a diploma 1 point.
– Teachers with over seven years in their current grade earned 50 points, while those with three years received 10 points.
Successful candidates will be issued their promotion letters in April 2025. The TSC will publish a list of promoted teachers on its website, and County and Sub-County Directors will assist in distributing the letters.
Teachers who are promoted must submit five essential documents in accordance with Chapter 6 of the Kenyan Constitution, which highlights the importance of leadership and integrity. These documents include:
– A valid Certificate of Good Conduct from the Directorate of Criminal Investigations (DCI).
– Clearance certificates from the Higher Education Loans Board (HELB), Kenya Revenue Authority (KRA), Ethics and Anti-Corruption Commission (EACC), and an approved Credit Reference Bureau (CRB).
The promotion of 20,000 teachers will significantly benefit Kenya’s education system in several ways:
Promotions serve to acknowledge and reward the dedication of teachers, which boosts their morale and motivation. This, in turn, improves their performance and commitment to their jobs.
By addressing career stagnation, the Teachers Service Commission (TSC) is providing teachers with opportunities for growth and advancement, which is vital for retaining skilled educators in the field.
The promotions will assist in filling essential leadership positions within schools, ensuring effective management and administration.
Motivated and well-supported teachers are more capable of delivering high-quality education, ultimately benefiting students and the overall education system.
Despite the positive aspects of the promotion plan, there are challenges to consider:
With 189,000 teachers vying for 25,288 positions, competition is fierce. Many teachers may not receive promotions, which could lead to disappointment.
Acquiring the necessary clearance certificates can be a lengthy and costly process for some teachers. The TSC should consider offering assistance to simplify this process.
It is essential to ensure that promotions are fairly distributed across different regions and institutions. The TSC must address any disparities to guarantee equal opportunities for all teachers.
The allocation of Sh1 billion is a significant initial step, but the TSC will require ongoing funding to achieve its annual promotion goals and address long-term staffing needs.
For teachers aiming for promotion, here are some important points to remember:
1. Stay Informed: Regularly check the TSC website and official announcements for updates regarding the promotion process and outcomes.
2. Prepare Required Documents: Make sure you have all necessary documents ready, including academic certificates, TPAD records, and Chapter 6 clearance certificates.
3. Focus on Professional Development: Continuously enhance your skills and qualifications to improve your chances of promotion in future opportunities.
4. Engage in TPAD: Actively participate in the Teacher Performance Appraisal and Development (TPAD) process, as TPAD ratings are crucial for promotions.
The promotion of 20,000 teachers is part of the TSC’s broader strategy to address staffing gaps and improve the quality of education. Other initiatives include:
1. Recruitment of Intern Teachers: The TSC plans to hire 18,000 Junior Secondary School (JSS) intern teachers by December 2025 to address staffing shortages.
2. Conversion of Interns to Permanent Terms: The commission has secured Sh1.8 billion to convert 46,000 intern teachers to permanent and pensionable terms.
3. Retooling Teachers: Over 229,292 teachers have been retooled on the Competency-Based Curriculum (CBC) and Competency-Based Assessment (CBA) since April 2019, ensuring they are well-equipped to deliver the new curriculum.
Conclusion
The TSC’s Sh1 billion budget allocation for teacher promotions is a significant step toward addressing career stagnation, boosting teacher morale, and improving the quality of education in Kenya. For teachers, this is an opportunity to advance their careers and gain recognition for their hard work.
For the education sector, it represents a commitment to building a motivated and well-supported teaching workforce.
As the promotion process unfolds, it is essential for all stakeholders—teachers, schools, and the government—to work together to address challenges and ensure the success of this initiative. With the right support and resources, the TSC’s promotion plan can transform Kenya’s education system and pave the way for a brighter future.
English Grammar Best, Simplified Notes Form one to Four
ENGLISH
GRAMMAR
SIMPLIFIED
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transcribed in any form or by any means, electronic, mechanical, photocopying or otherwise without the prior written permission of the publisher.
First Edition
TABLE OF CONTENTS
CHAPTER ONE: PARTS OF SPEECH
NOUNS:…………………………………………………………
Common and Proper nouns………………………….
Countable and uncountable nouns ……………….
Singular and Plural nouns…………………………..
Collective nouns……………………………………….
Compound nouns………………………………………
Possessive nouns………………………………………
PRONOUNS:…………………………………………………….
Personal pronouns…………………………………….
Possessive pronouns…………………………………
Contractions with pronouns………………………..
Idefinite pronouns…………………………………….
Demonstrative pronouns…………………………….
Interrogative pronouns……………………………….
Reflexive and Intensive pronouns………………….
VERBS……………………………………………………….…..
Action verbs……………………………………………
Linking verbs………………………………………….
Verb phrases…………………………………………..
Verb tenses……………………………………………
Subject-Verb Agreement…………………………..
Regular and Irregular Verbs………………………
Active and Passive Verb Forms……………………
Transitive and Intransitive Verbs…………………
ADJECTIVES…………………………………………………….
Descriptive Adjectives………………………………
Demonstrative Adjectives………………………….
Definite and Indefinite Adjectives……………….
Interrogative Adjectives……………………………
Articles and Possesive Pronouns…………………
Comparing with Adjectives………………………..
ADVERBS……………………………………………………….
Adverbs Describing Verbs………………………….
Adverbs Describing Adjectives……………………
Describing other Adverbs…………………………..
Specific categories of Adverbs……………………
Formation of Adverbs……………………………….
Negatives Comparing with Adverbs………………
PREPOSITIONS……………………………………………….
Common Prepositions……………………………..
Prepositional Phrases……………………………….
Preposition Adverb…………………………………..
CONJUCTIONS …………………………………………..
Coordinating Conjuctions…………………………..
Subordinating Conjuctions…………………………
Correlative Conjuctions……………………………..
INTERJECTIONS………………………………………………
CHAPTER TWO: FORMATION AND ORIGIN OF WORDS..
Sound words (onomatopoeias)…………………….
Eponyms…………………………………………………
Portmanteau words…………………………………..
Prefix ad suffixes……………………………………..
Words usage……………………………………………
Homographs……………………………………………
Homophones…………………………………………..
Synonyms………………………………………………
Antonyms……………………………………………….
Idioms and sayings…………………………………..
CHAPTER THREE: PHRASES……………………………………
Nouns Phrases………………………………………..
Verb Phrases……………………………………………
Prepositional phrases………………………………..
Gerund Phrases………………………………………..
Participial Phrases…………………………………….
Infinitive phrases……………………………………..
CHAPTER FOUR: SENTENCES………………………………….
What is a sentence?………………………………….
Sentence Fragments…………………………………
Objects…………………………………………………..
Complements………………………………………….
Types of sentences…………………………………..
Simple sentences……………………………………..
Compound sentences………………………………..
Complex sentences…………………………………..
Declarative sentences……………………………….
Interrogative sentences……………………………..
Exclamatory sentences……………………………….
Imperatives sentences……………………………….
Conditional sentences………………………………..
Direct and indirect speech…………………………..
Question tags…………………………………………..
CHAPTER FIVE: CAPITALIZATION AND PUNTUATION……..
Capitalization……………………………………………
Punctuation……………………………………………..
End marks……………………………………………….
The comma………………………………………………
The Semicolon and the Colon……………………….
The Hypen………………………………………………..
The Apostrophe…………………………………………
Quotation Marks………………………………………..
PREFACE
This book has been specially prepared to meet the needs of Secondary School Students and learners of English as a second language. It embarks on enlightening them on the nature and structure of the English Grammar in a very simplified and understandable manner.
English is the official language and the main medium of instruction in many countries in the world. Besides this, it is an examinable subject in many national examinations. Hence this book will certainly come handy for many people in the world.
Numerous exercises have been provided after every single topic to give the students a chance to practice and test their understanding of the areas discussed. Answers to those exercises are provided at the back of this book.
It is my hope that this book will simplify the English grammar for all who read it.
PART ONE
PARTS OF SPEECH
All words may be classified into groups called parts of speech. There are 8 parts of speech namely: Nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections.
We shall now discuss these parts of speech one at a time:
CHAPTER ONE
A noun is the part of speech that names a person, a place, a thing or an idea. You use nouns every day when you speak or write. Every day you probably use thousands of nouns. Because nouns name the objects and people and places around you, it would be very difficult to talk about anything at all without them. Many nouns name things you can see:
Persons Places Things
Boy Lake Boot
Student Country Shadow
John Kamau Nairobi Chair
Stranger Jupiter Sweater
Writer Kenyatta Market Calendar
Barrack Obama Sierra Leone Short story
Note: Nouns can be two or more words e.g. John Kamau, Kenyatta Market and Short story. They are called compound nouns. We shall learn more about them in coming pages.
Some nouns name things you cannot see such as feelings, ideas and characteristics:
Feelings Ideas Characteristics
Excitement Freedom Curiosity
Fear Justice Cowardice
Anger Fantasy Courage
Happiness Faith Imagination
Surprise Evil Self-confidence
Exercise 1
What words in each sentence below are nouns?
Example: John is a dancer – John, dancer
Exercise 2
Copy the nouns below and write whether it names a person, a place, a thing, or an idea.
Example: river – place
Exercise 3
Write down each noun in the following sentences.
Example: Kenya is a beautiful country – Kenya, country
There are different kinds of nouns:
All nouns can be described as either common or proper. When you talk or write about a person, a place, a thing, or an idea in general, you use a common noun.
Example: Doctors work hard. They treat many patients.
A proper noun is the name of a particular person, place, thing, or idea. Proper nouns always begin with capital letters.
Example: Ephraim Maree is a doctor. He comes from Kirinyaga.
Note: When a proper noun is made up of more than one word, only the important words in the noun will begin with a capital letter. Do not capitalize words such as the, of, or for.
Example: Gulf of Mexico, State of Liberty, the Commander – in – Chief.
Common and Proper Nouns
Common nouns Proper nouns Common nouns Proper nouns
street Kerugoya city Raila Odinga
author South Africa ocean Wanjohi wa Kigogo-ini
policeman Asia bed Moi Avenue
country Indian Ocean wardrobe Lake Victoria
mountain England continent Dr. Frank Njenga
lake Nelson Mandela assistant Professor Saitoti
Proper nouns are important to good writing. They make your writing more specific, and therefore clearer.
Exercise 4
Which words are proper nouns and should be capitalised? Which words are common nouns?
Example: kenya Proper: Kenya
Exercise 5
List the common nouns and the proper nouns in each of the following sentences.
Example: Nancy welcomed the guests.
Proper: Nancy common: guests
1.2 Singular and Plural Nouns
A noun may be either singular or plural.
A singular noun names one person, place, thing, or idea.
Example: The farmer drove to the market in his truck.
A plural noun names more than one person, place, thing or idea.
Example: The farmers drove to the markets in their trucks.
Rules for forming plurals
The following are guidelines for forming plurals:
Examples: Street – streets, house – houses, painter – painters, shelter – shelters, event- events, hospital – hospitals.
Examples: dress-dresses, brush-brushes, ax-axes, coach-coaches, box – boxes, bench-benches, dish-dishes, waltz – waltzes.
Examples: Piano-pianos, solo-solos, cameo – cameos, concerto – concertos, patio-patios, studio-studios, radio-radios, rodeo – rodeos.
Examples: hero – heroes, potato – potatoes, echo-echoes, veto – vetoes, tomato – tomatoes.
Examples: Library – libraries, activity – activities, story – stories, city – cities, berry – berries.
Examples: Valley – valleys, essay – essays, alley – alleys, survey – surveys, joy – joys.
Examples: Wife – wives, thief – thieves, loaf – loaves, half – halves, shelf – shelves, leaf – leaves, scarf – scarves, life – lives, calf – calves, elf – elves.
Examples: proof – proofs, belief – beliefs, motif – motifs, cliff – cliffs.
Examples: deer – deer, sheep – sheep, series – series, species – species, moose – moose, trout – trout.
Examples: foot – feet, child – children, mouse – mice, man – men, woman – women, ox-oxen, tooth – teeth.
NB: If you don’t figure out the correct spelling of a plural noun, look it up in a dictionary.
Exercise 6
What is the plural form of each of the following nouns? Example: scarf –scarves
Exercise 7
Write the plural form of each noun in brackets to complete each sentence correctly.
Example: I bought two ________________ from the shop. (loaf) loaves
Countable and Uncountable Nouns
Countable Nouns
These are nouns that take plurals and can be counted.
Examples:
Egg – eggs One egg, three eggs , ten eggs
Potato – Potatoes Twenty potatoes
Onion – Onions Two hundred onions
Such nouns are known as COUNTABLE or COUNT NOUNS
Uncountable Nouns
These are nouns that do not take plurals and cannot be counted.
Examples : salt, butter, cooking fat, milk, bread, jam
We do not say:
Two butters*
Ten milks*
Three breads*
Such nouns are known as UNCOUNTABLE or MASS NOUNS
Exercise 8
Rewrite the words below in two columns, COUNTABLE and UNCOUNTABLE NOUNS
Orange Coffee
Furniture tea
Water gold
Chair team
Friend music
Plurals with uncountable Nouns
One way to express plurals of uncountable nouns is by use of expressions of quantity.
Example:
a piece of information – pieces of information
a loaf of bread – four loaves of bread
a tin of soup – three tins of soup
a piece of furniture – several pieces of furniture
a litre of milk – twenty litres of milk
a bottle of beer – ten bottles of beer
Exercise 9
Supply an appropriate expression of quantity for the following uncountable nouns
Collective Nouns
These are nouns that represent a group of people or things as a single unit.
Some collective nouns can take plural forms
Examples:
Crowd (s) flock (s)
Group (s) herd (s)
Team (s) committee (s)
Pair (s)
Some collective nouns, however, cannot be used in the plural:
Examples
Furniture* beddings*
Equipments* informations*
Luggages* baggages*
Exercise 10
When I arrived at the airport, there were ……………1………….. (crowd ) of people blocking the entrance with their ……………..2………………( luggage ).
Near the customs sections, several……………3……………..(group ) of officials were standing, checking the ………………4……………… (equipment ) that was being loaded onto a trolley. Most people were standing, waiting for… ………….5……………..(information ) from the loundspeakers onthe departures and arrivals of aircraft.
COMPOUND NOUNS
A compound noun is a noun that is made up of two or more words. The words that form compound nouns may be joined together, separated or hyphenated.
Examples:
Joined: bookcase, blackboard, pushcart
Separated: high school, rabbit hutch, radar gun
Hyphenated: go-getter, mother-in-law, sergeant –at-arms
Compound nouns are usually a combination of two or moreword classes. The most common combinations are as follows;
Examples:
Tableroom (s) grassroot (s) prizefighter(s)
Cubboard (s) policeman/men rubber-stamp (s)
Bookcase(s) farmhouse (s) sanitary towel (s)
Cowshed (s) fruit machine (s) shoulder blade (s)
Examples:
Breakfast (s) push-up (s) rundown (s)
Takeaway (s) knockout (s) slip-up (s)
Sit-up (s) meltdown (s)
Examples:
Hotdog(s) polar bear(s) safe guard (s)
Blackboard(s) quicksand
Highway (s) remote control (s)
Nuclear power right angle (s)
Examples:
Driveway (s) playground (s) spend thrift (s)
Breakdance pushchair (s) go-getter (s)
Mincemeat screwdriver (s)
Password (s) spare wheel (s)
Examples:
Overdraft (s) overcoats (s) backyards (s)
Backbencher (s) undercoat (s ) backbone (s)
Backlog (s) underwear ( s) oversight ( s)
Examples:
Outbreak (s) Backlash ( s) Output ( s)
Outburst (s) Outcast (s) input (s)
Examples:
Nosedive (s)
Nightfall (s)
Examples:
Commander (s) – in- chief Sergeant (s) -at-arms
Mother(s)-in-laws sister(s)-in-law
Play(s)-within-play
Exercise 11
Underline the compound nouns in the following sentences and write down their plural forms where possible.
Possessive Nouns
A possessive noun shows who or what owns something. A possessive noun can either be singular or plural.
A singular possessive noun shows that one person, place, or thing has or owns something. To make a singular noun show possession, add an apostrophe and s (‘s).
Example: the feathers of the chick – the chick’s feathers
the hat that belongs to the man – the man’s hat
Other examples: the child’s toy
Mark’s bike
The fish’s fins
The horse’s tail
Using possessive nouns is shorter and better than other ways of showing possession.
Example:
LONGER: The dog belonging to Papa is barking.
BETTER: Papa’s dog is barking.
Plural Possessive Nouns
A plural possessive noun shows possession or ownership of a plural noun.
Example: The cars that belong to the teachers are parked here.
The teachers’ cars are parked here.
When a plural noun ends in s, add only an apostrophe after the s to make the noun show possession.
Not all plural nouns end in s. When a plural noun does not end in s, add ‘s to form the plural possession.
Examples: the shoes of the men – the men’s shoes
The food of the children – the children’s food
The noun following a possessive noun may either be the name of a thing or a quality.
Example: Thing – Koki’s raincoat
Brian’s umbrella
Quality – the judge’s fury
Bob’s courage
Exercise 8
Change the following phrases to show possession in a shorter way.
Example: the claws of the leopard
the leopard’s claws.
Summary of rules of forming Possessive Nouns
Example: Mr. Mukui’s car is a Toyota Corolla.
Example: The victim’s property was stolen
Example: The women’s boots were muddy.
Singular Noun Singular possessive Plural Noun Plural possessive
Noun Noun
boy boy’s boys boys’
child child’s children children’s
mouse mouse’s mice mice’s
deer deer’s deer deer’s
Exercise 9
Write the following phrases to show possession.
Example: teachers – pens = teachers’ pens
Exercise 10
Rewrite the following sentences changing the BOLD words to plural possessive nouns.
Example: The players on the teams practised after school.
The team’s players practised after school.
ANSWERS ON NOUNS
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Proper nouns Common nouns
July book
England face
Kendu Bay crocodiles
John Hopkins student
Johannesburg life
America business
East Africa day
calendar
Exercise 5
Common – singer
Common – dancer
Common – flight
Common – nurse
Common – accident
Exercise 6
Exercise 7
Exercise 8
Exercise 9
Exercise 10
PRONOUNS
A pronoun is a part of speech that takes the place of a noun. They include such words as I, we, he, she, thy, me and us.
Pronouns enable you to avoid repeating the same names (nouns), when writing or speaking, which would otherwise make you sound very awkward and wordy. By using pronouns effectively, you can make your writing and speaking flow smoothly.
Pronouns can be classified into 6 types. These are personal, indefinite, demonstrative, interrogative, reflexive and intensive pronouns.
2.1 Personal pronouns
A personal pronoun is a word that is used in place of a noun or another pronoun. They are used to refer to nouns that name persons or things.
Example:
Awkward Kamau put on Kamau’s gum boots. Then Kamau went to the shamba.
Improved Kamau put on his gum boots. Then he went to the shamba.
In the above example, the personal pronoun his helps the writer avoid repeating the same noun. The pronoun he acts as a bridge to connect the two sentences.
Personal pronouns are further classified in terms of person and gender.
Person
In terms of person, personal pronouns can be divided into three classes.
These ones refer to the person(s) speaking.
Example: I always ride my bike to school.
These refer to the person(s) spoken to.
Example: I will call you tomorrow.
These ones refer to another person(s) or thing(s) that is being spoken of.
The personal pronoun it usually replaces a noun that stands for a thing or an animal. It is never used in place of a person.
Gender
Personal pronouns can also be classified by gender. Gender can either be masculine (referring to male people), feminine (referring to female people) or neuter (referring to animals or things).
Examples:
Joseph cleaned his car. (His is the third person, masculine gender).
Isabel said the dress was hers (Hers is the third person, feminine gender).
The dog wagged its tail. (Its is the third person, neuter gender).
FORMS OF PERSONAL PRONOUNS
In English, personal pronouns have three forms: the subject form, the object form and the possessive form.
Examples:
She is a painter (subject form)
He praised her. (Object form)
It is her best painting. (Possessive form)
Subject Pronouns
A subject pronoun takes the place of a noun as the subject of a sentence. These pronouns are:
Examples:
Noun Subject Pronoun
The housegirl takes care of the baby She takes care of the baby
The dog guards the house It guards the house
Mark and Francis love swimming They love swimming
Subject pronouns also appear after forms of the linking verbs be.
Examples:
The watchman today is he.
The composers were they.
Exercise 1
Underline the subject pronouns in the following sentences.
Example: She ate a water melon
Exercise 2
Replace the underlined words with subject pronouns.
Example: Pio and Gama are friends – They
Object pronouns
Object pronouns can replace nouns used after action verbs. These pronouns are:
Examples:
The driver drove him. (direct object)
The parents thanked us. (direct object)
The reporters asked him many questions. (indirect object)
In the above examples, the personal pronouns are the direct or indirect objects of the verbs before them.
Object pronouns can also replace nouns after prepositions such as to, for, with, in, at or by. That is, they can be objects of prepositions.
Examples:
Gladys waved to them. (object of a preposition)
The delivery is for me.
Ben went with them to the theatre.
Exercise 3
Choose the correct pronoun in the brackets in the following sentences.
Example: Irungu photographed (us, we). = us
Possessive pronouns
A possessive pronoun shows ownership.
Example: My pen is black.
There are two kinds of possessive pronouns:
Singular: My, your, his, her, its
Plural: Our, your, their
Examples: My shirt is yellow.
Your food is on the table.
His bag is green.
This is her dress.
Its fur is soft.
These are our parents.
Pay your bills.
They removed their bats.
The above possessive pronouns always appear before nouns to modify them. Hence, they are called modifiers.
Singular: mine yours his, hers, its
Plural: ours yours, their
Examples: The yellow shirt is mine.
The food on the table is yours.
The green bag is his.
This dress is hers.
Its is the soft fur.
These crops are ours.
These bills are yours.
Those hats are theirs.
Exercise 4
Complete the following sentences by choosing the correct possessive pronoun from the brackets.
Example: The lazy girl completed (her, hers) home work. = her.
POINTS TO NOTE
Examples:
Subject: I travel by bus
After the linking verb be: Yesterday, the prefects on duty were Victor and I
Examples:
Object: Rose met me at the gate.
After prepositions: Rose waited for me at the gate.
You are coming with me.
Examples:
Diana and I visited our grandmother yesterday.
Who appointed Chege and me?
Rose waited for her and me at the gate.
CONTRACTIONS WITH PRONOUNS
A contraction is a shortened form of two words. One or more letters are omitted and an apostrophe (’) is used in place of the letters left out.
A contraction is formed by combining pronouns and the verbs am, is, are, will, would, have, has, and had.
Pronoun + verb Contraction Pronoun + verb Contraction
I am I’m I have I’ve
He is he’s he has he’s
It is it’s it has it’s
You are you’re you have you’ve
They are they’re they have they’ve
I will I’ll I had I’d
You will you’ll you had you’d
We would we’d we had we’d
Note:
Examples: he is, he has = he’s
we had, we would = we’d
Examples:
Possessive pronouns Contractions
its it’s
your you’re
their they’re
whose who’s
Incorrect: The team celebrated it’s victory.
Correct: The team celebrated its victory.
Incorrect: Your late for the preps.
Correct: You’re late for the preps.
Incorrect: Whose the fastest runner in the world?
Correct: Who’s the fastest runner in the world?
Rules of using possessive pronouns and contractions correctly
Exercise 5
Write the contractions for the following word pairs. Example: It has = it’s
Exercise 6
What pronoun and verb make up each of the following contractions?
Example: It’s = it is, it has
Exercise 7
Choose the correct word given in brackets in the following sentences.
INDEFINITE PRONOUNS
An indefinite pronoun is a pronoun that does not refer to a specific person or thing.
In English, there are singular indefinite pronouns, plural indefinite and both singular and plural indefinite pronouns.
Singular Indefinite Pronouns
another anything everybody neither one
anybody each everyone nobody somebody
anymore either everything no one someone.
An indefinite pronoun must agree with its verbs and in number with its possessive pronoun. The above indefinite pronouns are used with singular verbs. They are also used with singular possessive pronouns.
Examples:
Agreement with verbs
Correct: Everyone has heard of Lake Turkana.
Incorrect: Everyone have heard of Lake Turkana.
Correct: Nobody knows what happened to Samuel Wanjiru.
Incorrect: Nobody know what happened to Samuel Wanjiru.
Correct: Everything about the old man remains a mystery.
Incorrect: Everything about the old man remain a mystery.
Agreement in number with possessive pronouns
Correct: Neither believed his/her eyes.
Incorrect: Neither believed their eyes.
Correct: Each strained his/her neck to see.
Incorrect: Each strained their neck to see.
Plural indefinite pronouns
both many few several
These indefinite pronouns use plural verbs and possessive pronouns.
Examples:
Plural verbs
Correct: Few know about Lake Olbolsat.
Incorrect: Few knows about Lake Obolsat.
Correct: Both stand by what they believe.
Incorrect: Both stands by what they believe.
Plural possessive pronouns
Correct: Several reported their findings.
Incorrect: Several reported his/her findings.
Both singular and plural indefinite pronouns
all some any none
These indefinite pronouns may be singular or plural, depending on their meaning in the sentence.
Examples:
All of my story is true – singular
All of the guests are here – plural
None of the lake is foggy – singular
None of the photos are spoiled – plural.
EXERCISE 8
Underline the indefinite pronouns in the following sentences and then write the correct form of the verb or possessive pronoun in the brackets.
DEMONSTRATIVE PRONOUNS
A demonstrative pronoun is used to single or point out one or more persons or things referred to in the sentence.
These pronouns are this, that, these, and those.
This and these point to persons or things that are near.
Examples:
This is a gazelle.
These are the students of Kianjege West Secondary School.
That and those point to persons or things that are farther away.
Examples:
That is the city square.
Those are the lodging rooms.
This and that are used with singular nouns.
These and those are used with plural nouns.
Exercise 9
Pick the correct demonstrate pronouns from the choices given in the brackets in the following sentences.
INTERROGATIVE PRONOUNS
An interrogative pronoun is used to ask a question. These pronouns are who, whose, whom, which and what.
Examples:
Who is the mayor of this town?
Whose is the red car?
Which is her blouse?
What did she ask you?
Whom should I trust with my secret?
USING WHO, WHOM, AND WHOSE
Who, whom, and whose are often used to ask questions. Hence, they are interrogative pronouns.
WHO is the subject form. It is used as the subject of a verb.
Examples:
Who taught you how to play the guitar? (Who is the subject of the verb taught.)
WHOM is the object form. It is used as the direct object of a verb or as the object of a preposition.
Examples:
Whom did you meet? (Whom is the object of the verb did meet).
For whom is this trophy? (whom is the object of the preposition for).
WHOSE is the possessive form. It can be used :
Example:
Whose is umbrella is this? (whose modifies the noun umbrella)
Examples:
Whose are those water melons? (whose is the subject of the verb are)
Whose did you admire? (whose is the object of the verb did admire)
Exercise 10
Pick the correct interrogative pronouns from the brackets in the following sentences.
Exercise 11
Complete the following sentences with who, whom, or whose.
REFLEXIVE AND INTENSIVE PRONOUNS
Reflexive and intensive pronouns end in –self or –selves. These are myself, yourself, herself, himself, itself, ourselves, and themselves.
There is, however, one difference between reflexive and Intensive pronouns.
A reflexive pronoun refers to an action performed by the subject of the sentence. The meaning of the sentence is incomplete without the reflexive pronoun.
Examples:
Monicah bought herself a new dress. (The meaning of the sentence is incomplete without the reflexive pronoun because we do not know for whom Monicah bought the dress).
An Intensive pronoun is used to emphasise a noun or a pronoun. It does not add information to a sentence, and it can be removed without changing the meaning of the sentence.
I myself pulled the boy out of the river. (If you remove myself, the meaning of the sentence does not change)
Exercise 12
Identify the Reflexive and Intensive pronouns in the following sentences, labelling them accordingly.
SPECIAL PRONOUNS PROBLEMS
We all know that every sentence must have a subject. Sometimes we incorrectly use a double subject – a noun and a pronoun – to name the same person, place, or thing.
Incorrect Correct
Jane she is my cousin. Jane is my cousin.
She is my cousin.
Her scarf it is pretty. Her scarf is pretty.
It is pretty.
Jane and she should not be used as subjects together.
The subject her scarf should not be used together with it.
Use only a noun or a pronoun to name a subject.
The antecedent of a pronoun is a noun or another pronoun for which the pronoun stands.
A personal pronoun, you will remember, is used in place or a noun. The noun is the word to which the pronouns refer and it is therefore its antecedent.
The noun usually comes first, either in the same sentence or in the sentence before it.
Examples:
We met Mureithi. He is the medical doctor.
(He stands for Mureithi. Mureithi is the antecedent).
The students had come to school with their mobile phones.
(Their stands for students. Students is the antecedent).
Pronouns may be the antecedents of other pronouns.
Examples:
Does everybody have his booklet?
(everybody, which is a singular indefinite pronoun, is the antecedent of his).
All of the students have brought theirs.
(All, which is a plural indefinite pronoun, is the antecedent of theirs).
Now, a pronoun must agree with its antecedent in number. Agree here means that the pronoun must be the same in number as its antecedent.
The word number means singular or plural.
If the pronoun is singular, the word that it stands for must be singular, and it must be plural if the word it stands for is plural.
Examples:
Correct: The scientists tested their new discovery
(Scientists is plural; their is plural.)
Incorrect: The scientists tested his new discovery.
Correct: Mr. Kiama turned on his TV.
(Mr Kiama is singular; his is singular)
Correct: Nobody left her workstation
(Nobody is singular, her is singular)
NB: When the antecedent refers to both males and females, it is best to use the phrase his or her.
Phrases such as we students and us girls are often incorrectly used. To tell which pronoun to use, drop the noun and say the sentence without it.
Problem: (We, Us) boys study hard.
Solution: We study hard = We boys study hard.
Problem: The DC praised (us, we) students.
Solution: The DC praised us = The DC praised us students
The word them is always a pronoun. It is always used as the object of a verb or a preposition, never as a subject.
Examples:
Correct: The president greeted them (direct object of the verb greeted)
Correct: She gave them a Sandwich (Indirect object of the verb gave)
Correct: The information was useful to them (object of the preposition to)
Incorrect: Them they arrived late.
Although we previously said that those is used as a demonstrative pronouns, it is sometimes used as an adjective i.e. a word that modifies a noun or a pronoun. If a noun appears immediately after it, those is now an adjective, not a pronoun.
Examples:
Those are the new desks that were bought. (Those is a pronoun, the subject of the verb are).
Those desks are attractive. (Those is an adjective modifying the noun desks).
Exercise 13
Each of the following sentences has a double subject. Write each correctly.
Exercise 14
Pick the correct pronoun in the brackets in the following sentences.
ANSWERS ON PRONOUNS
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
Exercise 9
Exercise 10
Exercise 11
Exercise 12
Exercise 13
Exercise 14
VERBS
A verb is a word that:
Hence, there are two kinds of verbs. These are action verbs and linking verbs.
ACTION VERBS
Action verbs express actions. They show what the subject does or did. Most verbs are action verbs.
Examples:
Cats drink milk.
The ball flew over the goal post.
The farmer tills the land.
Robert ran to the house.
The action may be one that you can see.
Example:
They crowned their new King.
The action may be one that you cannot see.
Example:
She wanted recognition.
Whether the action can be seen or not, an action verb says that something is happening, has happened, or will happen.
LINKING VERBS
A linking verb links the subject of a sentence with a word or words that :
Example:
She is here. (expresses state of being)
She seems ready. (state of being)
Examples:
Anna is a nurse (a nurse, describes Anna)
Joyce is cheerful (cheerful describes Joyce)
The road is bumpy.
A linking verb does not tell about an action.
Common linking verbs
am look grow
are feel remain
is taste become
was smell sound
were seem
will be appear
NB: Some verbs can be either linking verbs or action verbs.
Examples:
The crowd looked at the mangled car – ACTION
The driver of the car looked shocked – LINKING
The chef smelled the food – ACTION
The food smelled wonderful – LINKING
EXERCISE 1
Identify the verb in each of the following sentences. Then label each verb Action or Linking.
VERB PHRASES
In some sentences, the verb is more than one word. It is in form of a phrase, which is called a verb phrase.
A verb phrase consists of a main verb and one or more helping verbs.
The main verb shows the action in the sentence.
The helping verb works with the main verb. Helping verbs do not show action.
Examples:
Mark Francis has passed the examinations
H.V. M.V.
He will be admitted to a national school.
H.V. H.V. M.V.
His parents are happy with him.
H.V. M.V.
Common helping verbs
am will can would
is shall could must
are have may
was has should
were had might
Some verbs, such as do, have and be, can either be used as main verbs or as helping verbs.
Examples:
As main verbs As helping verbs
I will do the job I do like the job.
Who has a pen? He has lost his pen.
They are my friends They are coming today.
Sometimes helping verbs and main verbs are separated by words that are not verbs.
Examples:
I do not ride bicycle any more.
Can we ever be friends again?
We should definitely apologise for the mistakes.
Exercise 2
Indicate H.V. under the Helping verb and M.V. under the Main verb in the following sentences.
VERBS TENSES
The time of an action or the state of being is expressed by different forms of the verb. These forms are called the tenses of the verb.
There are three main forms of a verb: the present, the past, or the future.
The Present Tense
A verb which is in present tense indicates what the subject of the sentence is doing right now.
Example:
The teacher sees the students.
The verb sees tells that the teacher is seeing the students now. To show the present tense, an -s or -es is added to most verbs if the subject is singular.
If the subject is plural, or I or You, the -s, or -es is not added.
Example:
The bird hatches in the nest.
The stream flows down the hill.
The boys rush for their breakfast.
We talk a lot.
Rules for forming the Present Tense with Singular Subjects
play – plays
eat – eats
punch-punches, buzz – buzzes
push – pushes
change the y to i and add –es try – tries
empty – empties
Exercise 3
Write the correct present form of each verb in the brackets in the following sentences.
The Past Tense
A verb which is in past tense shows what has already happened.
Example:
Tito liked his grandmother’s story.
The verb liked tells that the action in the sentence happened before now.
Rules for forming the Past Tense
talk – talked
climb – climbed
hope – hoped
wipe – wiped
the y to i and add –ed carry – carried
study – studied
a consonant: Double the final consonant man – manned
and add-ed trip – tripped
Exercise 4
Write the past tense forms of each of the verbs in brackets in the following sentences.
The Future Tense
A verb which is in future tense tells what is going to happen.
Examples:
Evans will take his car to the garage.
She will probably come with us.
The verbs will take and will come tell us what is going to happen. Hence, they are in future tense.
To form the future tense of a verb, use the helping verb will or shall with the main verb.
Exercise 5
Write the future tense forms of the verbs in the following sentences.
More Tenses
The above three forms of tenses can further be divided into:
– Past simple tense
– Future simple tense
– Present perfect progressive
– Past perfect tense
– Future perfect
– Future perfect progressive
– Past progressive tense
– Progressive tense
– Future perfect progressive tense.
The simple Tenses
The most common tenses of the verb are the simple tenses. You use them most often in your speaking and writing.
Look at the following sentences.
All the above sentences contain a verb in the present simple tense. This tense is used for different purposes.
Example: I know Kisumu.
Example: He goes to school everyday.
Example: The sun rises from the east.
Exercise 6
Complete the following sentences putting the verbs in brackets in the present simple tense.
The past simple tense is used when an action has been completed .
Examples:
We cleaned our classrooms yesterday.
He drove the car this morning.
She planned the whole incident.
Exercise 7
Write down the past simple tense of the following words and then use each of them in sentences of your own.
start breathe
add roam
trap obey
annoy worry
pity fit
The future simple tense places the action or condition in the future. It is formed by using the word shall or will before the present form of the main verb.
Examples:
We shall need help with her load.
She will eat the bananas alone
The dancers will entertain them.
Exercise 8
Use the following words in future simple tense in sentences of your own.
see develop
go begin
exist consume
introduce hunt
bring become
The Perfect Tenses
The perfect tenses are used to show that an action was completed or that a condition existed before a given time.
The perfect tenses are formed using has, have, or had before the past participles i.e. verb forms ending in -ed.
Examples:
Ceasar has just finished his homework.
Kamau and Njoroge have now agreed to meet.
Kibet has been working in his shamba for two hours.
We have been swimming in this pool for ten minutes.
We had completed the work by the time the supervisor came.
Nobody knew that she had already remarried.
I had been trying to contact him for two hours before he finally appeared.
Mrs. Masumbuko had been feeling unwell the whole week before she decided to visit a doctor.
Agege will have sold his goats by two p.m.
By next term, twenty students will have dropped from this school.
The players will have been playing for twenty minutes by the time the President arrives.
By the end of this term, she will have been living with her aunt for five years.
Exercise 9
Rewrite the following sentences changing the verb into present perfect, present perfect progressive, past perfect, past perfect progressive, future perfect and future perfect progressive tenses. Make any necessary changes to make the sentences meaningful.
John comes here every year.
The Progressive Verb Forms
The progressive form of the verb shows continuing action.
Examples:
I am singing
She was dancing.
The progressive form is formed using various forms of the verb be plus the present participle i.e. a verb form that ends in –ing.
Examples:
I am reading a book about Red Indians.
Her mother is preparing dinner.
He has been cleaning his car since morning.
They have been exercising for a week now.
She was cooking supper when I arrived.
They were fighting fiercely when the police arrived.
Sonko had been wearing an earing for years before he removed it.
Onyancha had been killing children before he was finally discovered.
He will be tilling the land next week.
Joyce and Joan will be washing clothes all morning.
The children will have been sleeping for two hours by the time their parents arrive.
John will have grown a beard by the time he is twelve.
Exercise 10
Rewrite the following sentence changing the verb into present progressive, present perfect progressive, past progressive, past perfect progressive, future progressive and future perfect progressive tenses. Make any necessary changes to make the sentences meaningful.
Jane plays the guitar well.
SUBJECT – VERB AGREEMENT
Present tense
A verb and its subject must agree in number. To agree means that if the subject is singular, the verb must be in singular form. If the subject is plural, the verb form must be plural.
Examples:
The baby cries every morning – SINGULAR
The babies cry every morning – PLURAL
Rules for subject-verb Agreement
Add -s or -es to the verb She teaches in a primary school.
He studies his map.
Do not add -s or -es They teach in primary schools.
to the verb We study our maps.
Do not add -s or -es to the verb You like dogs.
I admire actors.
When a sentence has a compound subject i.e. two subjects joined by and, the plural form of the verb is used.
Examples:
John and James work at Naivas Supermarket.
The teachers and the students respect one another a lot.
Subject-verb Agreement with be and have
The verbs be and have change their forms in special ways in order to agree with their subjects.
Various ways in which be and have change in order to agree with their subjects.
Subject | Be | Have | |
1.
|
Singular subjects:
I You He, she, it Singular Noun |
am, was are, were is, was is, was |
have, had have, had has, had has, had |
2. | Plural subjects:
We You They Plural Noun |
are, were are, were are, were are, were
|
have, had have, had have, had have, had
|
Exercise 11
Put appropriate Present tense verbs in the blank spaces in the following sentences. Ensure that the subject agrees with the verb and that the sentence makes sense.
REGULAR AND IRREGULAR VERBS
We have learned in previous chapter how to form the past tense and how to use helping verbs to show that something has already happened. We saw that for most verbs, we form the past tense and participles by adding -d or -ed to the verb. Verbs that follow this rule are called Regular Verbs.
Examples:
The framer planted his crops last month. – past tense
The crops have been planted recently. – past participle.
For all regular verbs, the past and the past participles are spelled alike. They are made up by adding -d or -ed to the present form of the verb.
Examples:
Present | Past | Past Participles |
help
rescue rush support play talk live |
helped
rescued rushed supported played talked lied |
had helped
had rescued had rushed had supported had played had talked had lied |
The spelling of many regular verbs changes when –d or -ed is added i.e. the last consonant is doubled before adding -d or -ed. For those ending -y, it is dropped and replaced with –i:
Examples:
Present | Past | Past Participles |
hop
drug permit knit cry carry |
hopped
drugged permitted knitted cried carried |
(had) hopped
(had) drugged (had) permitted (had) knitted (had) cried (had) carried |
Exercise 12
Write the present, past and past participles of the following verbs. Remember to change the spelling appropriately where necessary.
Irregular Verbs
Some verbs do not form the past by adding -d or –ed. These verbs are called irregular verbs. There are only about sixty frequently used irregular verbs. For many of these, the past and the past participles are spelled the same but some are different.
Examples:
He saw great misery all around him – past
He has seen great misery all round him – past participle
Common irregular Verbs
Verb | Past tense | Past participles |
begin
choose go speak ride fight throw come sing steal swim make run grow write ring drink lie do eat know |
began
chose went spoke rode fought threw came sang stole swam made ran grew wrote rang drank lay did ate knew
|
( had) begun
(had) chosen (had) gone (had) spoken (had) ridden (had) fought (had) thrown (had) came (had) sung (had) stolen (had) swum (had) made (had) run (had) grown (had) written (had) rung (had) drunk (had) lain (had) done (had) eaten (had) known |
For a few irregular verbs, like hit and cut, the three principal parts are spelled the same. These ones offer no problems to learners. Most problems come from irregular verbs with three different forms. For example, the irregular verbs throw and ring.
Throw threw had thrown
Ring rang had rung
If you are not sure about a verb form, look it up in the dictionary.
Exercise 13
Write the past tense and past participles of the following irregular verbs and then use each of them in sentences of your own.
ACTIVE AND PASSIVE VERB FORMS
Active Voice
A verb is in active voice when the subject of the sentence performs the action.
Examples:
Our teacher punished us for making noise in class.
Subject action
Players arrived for their first match early in the morning.
Subject action
In the above sentences, the subject is who performed the action. Hence, the verbs of these sentences are in active voice.
Passive voice
The word passive means “acted upon”. When the subject of the sentence receives the action or expresses the result of the action, the verb is in passive voice.
Examples:
We were punished by the teacher for making noise.
Subject action
He was helped by a passer-by.
Subject action
In the above sentences the subjects we and he receive the action.
When we do not know who or what did the action, or when we do not want to say who or what did it, we use the passive voice.
The passive form of a verb consists of some form of be plus the past participle.
Examples:
Active Passive
Baabu explored the sea. The sea was explored by Baabu.
Be + past participle
The captain helped him. He was helped by the captain.
Be+past participle
Exercise 14
Write the verbs from the following sentences and then label each one Active or Passive.
TRANSITIVE AND INTRANSITIVE VERBS
Some sentences express a complete thought with only a subject and an action verb.
Example:
The sun shines.
Subject Active verb
In other sentences, a direct object must follow the action verb for the sentence to be complete. A direct object is a noun or a pronoun that receives the action of the verb.
Example:
The goalkeeper caught the ball.
Subject action verb direct object
Transitive verbs
A Transitive verb is an action verb that must take a direct object for the sentence to express a complete thought. A direct object answers the question what? or whom?
Examples:
The captain steered the ship. (Steered what? the ship)
The teacher praised the students. (Praised whom? The students)
Transitive verbs cannot be used alone without direct objects in sentences; they would not have complete meanings.
Exercise 15
What are the action verbs and the direct objects in the following sentences?
Intransitive verbs
An Intransitive verb is an action verb that does not require a direct object for the sentence to have complete meaning.
Examples:
The ship sailed.
Subject action verb
The child smiled.
Subject action verb
They do not answer the questions what? or whom? Sometimes they answer the questions how? or how often?
Examples:
The ship sailed smoothly. (How did it sail? Smoothly)
The child smiled repeatedly. (How often did the child smile? Repeatedly)
Both transitive and intransitive verbs
Some verbs can be used both transitively and intransitively.
Examples:
We cheered our team noisily. (Transitive)
We cheered noisily. (Intransitive)
He broke the window pane. (Transitive)
The glass broke. (Intransitive)
NB: Only transitive verbs can be changed from active to passive voice.
Examples:
Active Passive
He kicked the ball The ball was kicked by him
She bought a new dress A new dress was bought by her.
She wailed loudly ??
They danced well ??
Exercise 16
Indicate at the end of each of the following sentences whether the underlined verb is Transitive or Intransitive.
TROUBLESOME PAIRS OF VERBS
Some pairs of verbs confuse learners of English because their meanings are related but not the same. Others confuse them because they sound similar, but their meanings are different. Others are similar in appearance but different in meanings.
The pairs | Meaning | Present tense | Past tense | Past participle | Examples of its usage | |
1 | Sit
set |
To be in a seated position
To put or place |
Sit
set |
Sat
set |
Sat
set |
Sit on that chair.
Set the cage down. |
2. | Lie
lay |
To rest in a flat position
To put or place |
Lie
lay |
Lay
laid |
lain
laid |
The cat lies on the table.
Lay the cloth on the table.
|
3. | rise
raise |
To move upward
To move something upward or to lift |
rise
raise |
rose
raised |
risen
raised |
The children rise up early in the morning.
The scout raised the flag. |
4. | let
leave |
To allow or permit
To depart or to allow to remain where it is |
let
leave |
let
left |
let
left |
Let the bird go free.
Leave this house now! Leave the door closed. |
5. | Learn
Teach |
To gain knowledge or skill
To help someone learn or to show how or explain |
Learn
teach |
Learned
taught |
Learned
taught |
I learned a lot in school.
That teacher taught me in Biology. |
6. | Can
may |
To be able
To be allowed |
I can ride my bike well.
You may go out. |
EXERCISE 17
Pick the correct verb from the ones given in brackets in the following sentences.
ANSWERS ON VERBS
Exercise 1
Exercise 2
Helping verb Main verb
10 will go
Exercise 3
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
Exercise 9
Exercise 10
Exercise 11
Exercise 12
Present Past Past participle
Exercise 13
Present Past Past participle
Exercise 14
Exercise 15
Action verbs direct object
Exercise 16
Exercise 17
ADJECTIVES
An adjective is a word that describes or modifies a noun or a pronoun. To describe or modify means to provide additional information about nouns or pronouns. To modify further means to change something slightly.
Writers and speakers modify an idea or image by choosing certain describing words, which are called adjectives. Hence, these adjectives are also called modifiers. Adjectives are like word cameras. They are words that describe colours, sizes and shapes. Adjectives help you capture how the world around you looks and feels.
Adjectives tell:
Examples:
The powerful gorilla knocked down the hunter.
The old man walked slowly.
Examples:
Three zebras were resting.
He has few friends.
Examples:
This painting is attractive.
These farmers are clearing the field.
There are 4 main kinds of adjectives, namely:-
Descriptive adjectives
Descriptive adjectives tell us the size, shape, age, colour, weight, height, make, nature and origin of the nouns they are describing.
Examples of descriptive Adjectives:
Size | Shape | Age | Colour | Weight | Height | Make | Nature | Origin |
big
huge small tiny thin fat wide shallow slender |
oval
circular triangular rectangular round square twisted pointed
|
old
young aged |
red
green white blue brown black maroon purple pink |
heavy
light |
tall
short
|
wooden
plastic metal stony glass mud |
warm
cold shy famous peaceful brave powerful gentle kind |
Kenya
American Tanzania Italian South African Ugandan Korean
|
Descriptive adjective are of two types.
Examples of proper adjectives:
The Japanese ambassador
A Mexican carpet
An Italian chef
Note that when a proper adjective comprises of two words, both are capitalized.
Examples:
A South African farmer
A North American cowboy
Exercise 1
Find the adjectives in the following sentences and indicate what types they are.
Demonstrative Adjectives
A demonstrative adjective tells which one or which ones. They are used before nouns and other adjectives.
There are 4 demonstrative adjectives in English: This, that, these and those.
This and these are used to refer to nouns close to the speaker or writer. That and those refer to nouns farther away. This and that are used before singular nouns while these and those are used before plural nouns.
Examples:
This picture is very beautiful.
Singular noun
That one is not as beautiful.
Singular noun
These drawings are very old.
Plural noun
Those ones were painted in Uganda.
Plural noun.
Exercise 2
Choose the word in brackets that correctly completes each of the following sentences.
10.(These, Those) goats grazing over there are my uncle’s.
Definite and indefinite adjectives
These are adjectives which tell how many or how much. They give the number or the quantity, either specific or approximate, of the noun in question. They are also referred to as numerals
Examples:
Three elephants were killed by the game rangers.
He bought several houses in Kileleshwa.
Don’t put much sugar in the tea!
More examples of numerals
Numbers | Amount | Approximate |
Three
Ten Five Hundred Twenty
|
Much
All Some Any Few |
Several
Some Little Many Few Each Every Numerous |
Adjectives that are in form of numbers are used with countable nouns:
Examples:
Two calves were born yesterday.
Five chimpanzees performed funny tricks.
Many children like dinosaurs.
A definite or indefinite adjective may look like a pronoun, but it is used differently in a sentence. It is an adjective used to modify a noun.
Adjectives that are in farm of quantity are used with uncountable nouns.
Examples:
Do you have any water in the house?
How much flour did you buy?
Interrogative Adjectives
The interrogative adjectives are used with nouns to ask questions. Examples are what, which, and whose.
Examples:
What movie do you want to see?
Which leaves tern colour first?
Whose son is he?
An interrogative adjective may look like an interrogative pronoun but it is used differently. It is an adjective, used to modify a noun.
Exercise 3
Underline the adjectives in the following sentences.
Articles and Possessive Pronouns
Two special kinds of adjectives are the articles and the possessive pronouns.
Articles
Articles are the words a, an and the. A and an are special adjectives called indefinite articles. They are used when the nouns they modify do not refer to any particular thing.
Examples:
A student rang the bells (no specific student)
An orange is good for you health. (no specific orange)
A is used before a noun that begins with a consonant sound. An is used before a noun that begins with a vowel sound. Note that it is the first sound of a noun, not the spelling, that determines whether to use a or an.
Examples:
An hour an heir
A hall
The is a special adjective known as the definite article. It is used to refer to particular things.
Examples:
The tourist was robbed. (a particular tourist).
The team began practising at 8 o’clock (a particular team).
All articles are adjectives. The is used with both singular and plural nouns, but a and an are used with singular nouns
Examples:
The tourist, the tourists, a tourist
The adjective, the adjectives, an adjective
Exercise 4
Choose the correct article from the choices given in brackets in the following sentences.
Possessive Pronouns
The words my, her, its, our and their are possessive pronouns, but they can also be used as adjectives. These modifiers tell which one, which ones or whose?
Examples:
My brother likes Sean Paul, but his sister does not.
Of his songs, ever blazing is his favourite.
Our school produces heroes, its fame is widespread.
Exercise 5
Write the adjectives from the following sentences and the nouns they modify.
Position of adjectives in sentences
Descriptive: The beautiful house belongs to my uncle.
Demonstrative: That house belongs to my uncle.
Numerals: Two houses were burned down.
Articles: The house on fire belongs to her sister.
Possessive pronouns: Their house was burned down.
Some adjectives appear after the nouns that they are modifying. These adjectives are always used after linking verbs that separate them from the words they modify. An adjective that follows a linking verb and that modifies the subject is called a predicate adjective.
Examples:
Joyce seemed lonely.
Her brother was upset.
He became concerned.
Exercise 6
Identify the predicate adjectives in the following sentences.
COMPARING WITH ADJECTIVES
We have seen that adjectives describe nouns. One way in which they describe nouns is by comparing people, places or things.
To compare two people, places or things, we use the comparative form of an adjective. To compare more than two, we use the superlative form of the adjective.
Examples:
ONE PERSON: Kimenju is tall.
TWO PERSONS: Kimenju is taller than James.
THREE OR MORE: Kimenju is the tallest of all.
The comparative
The comparative form of the adjective is used to compare one thing, person or place with another one. It is formed in two ways.
Examples:
great + er = greater sweet + er = sweeter
big + er = bigger light + er = lighter.
Examples:
More handsome more remarkable
More attractive more hardworking
Most adjectives ending in –ful and –ous also form the comparative using more.
Examples:
More successful more curious more ferocious
More beautiful more generous more prosperous
The superlative
The superlative form of the adjective is used to compare a person, a place or a thing with more than one other of its kind.
Examples:
Elephants are the largest animals in the jungle.
However, they are the most emotional animals.
The superlative form of an adjective is formed in two ways.
Examples:
great + est = greatest sweet + est = sweetest
big + est = biggest light + est = light
Examples:
most mysterious most awkward
most successful most attractive
The ending -er in the comparative becomes -est in the superlative while more becomes most.
Adjective comparative superlative
strong stronger strongest
quick quicker quickest
adventurous more adventurous most adventurous
co-operative more co-operative most co-operative
Summary of rules comparing with adjectives:
Rule | Examples | |
1. | For most short adjectives:
Add -er or -est to the adjective |
bright dark smart
bright darker smarter brightest darkest smartest |
2. | For adjectives ending with e:
Drop the e and add -er or -est |
safe nice wide
safer nicer wider safest nicest widest
|
3. | For adjectives ending with a consonant and y:
Change the y to i and add -er or -est |
busy crazy happy
busier crazier happier busiest craziest happiest |
4. | For single-syllable adjectives ending with a single vowel and a consonant:
Double the last consonant and add -er or -est |
flat slim fat
flatter slimmer fatter flattest slimmest fattest |
5. | For most adjectives with two or more syllables: Use more or most | careful generous
more careful more generous most careful most generous |
Points to note about Adjectives:
Examples:
A rat is smaller than a mouse.
Buffaloes are larger than domestic cows
Examples:
Lions are the bravest of all animals.
Elephants are the largest of all herbivores.
Examples:
Leopards are more ferocious than any other cat.
Incorrect: Men die more earlier than women.
Correct: Men die earlier than women.
Incorrect: My father is the most oldest of the three brothers.
Correct: My father is the oldest of the three brothers.
Exercise 7
Write the adjectives in brackets in the following sentences correctly.
Irregular comparisons
Some adjectives have special forms for making comparisons. i.e. they do not form their comparatives by use of –er or more, or their superlatives by use of –est or most. Instead, these adjectives change the words completely to form comparatives and superlatives.
Examples:
Adjectives Comparative Superlative
good better best
well better best
bad worse worst
ill worse worst
little less or lesser least
much more most
many more most
far farther farthest
Example of use in sentences:
The presentation of our play was good.
Our second performance was better.
But our last performance was the best.
Exercise 8
Write the correct forms of the adjectives in brackets in the following sentences.
SPECIAL PROBLEMS WITH ADJECTIVES
Those is an adjective if it followed by a noun. It is a pronoun if it is used alone.
Examples:
Those thieves are daring! (adjective modifying thieves)
Those are thieves! (pronoun)
Them is always a pronoun. It is used only as the object of a verb or as the object of a preposition. It is never used as an adjective.
Examples:
We followed them. (object of a verb)
They caught one of them. (object of a preposition)
We heard them thieves breaking the door. (incorrect)
It is incorrect to use the demonstrative adjectives this, that, those, and these with here and there before the nouns they modify.
Examples:
“This here job”
“That there house”
“These here books”
“Those there carpets”
The adjectives this and these include the meaning of here whereas the adjectives that and those include the meaning of there. Saying this here is like repeating oneself.
Kind and sort are singular and hence should be used with singular demonstrative adjectives this and that.
Examples:
I like this kind of story.
She likes that sort of food.
Kinds and sorts are plural and should be used with plural demonstrative adjectives these and those.
Examples:
Those sorts of horror movies scare me.
These kinds of sports are for strong people.
Exercise 9
Choose the correct adjectives from the ones given in brackets in the following sentences.
ANSWERS ON ADJECTIVES
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
Exercise 9
ADVERBS
An adverb is a word that describes a verb, an adjective, or another adverb.
Adverb tell how, when, or where, or to what extent an action happens.
Examples:
HOW: The man walked quickly.
WHEN: It will rain soon.
WHERE: We shall meet here at 2 p.m.
TO WHAT EXTENT: He is extremely rude.
Other examples:
HOW WHEN WHERE TO WHAT EXTENT
happily sometimes underground fully
secretly later here extremely
together tomorrow there quite
carefully now inside very
sorrowfully finally far rarely
painfully again upstairs
fast often downstairs
hard once somewhere
slowly first forward
hurriedly next behind
quietly then above
Adverbs used to describe verbs
Adverbs that describe verbs tell how, when, where and to what extent an action happened.
Examples:
HOW: John waited patiently for his turn.
WHEN: He is now walking into the office.
WHERE: He will eat his lunch there.
TO WHAT EXTENT: He is very pleased with himself.
Adverbs make the meaning of the verb clearer.
Example:
He will eat his lunch. (without adverb)
He will eat his lunch there. (The adverb makes it clear where the action of eating will take place.)
Exercise 1
Write the adverbs in the following sentences and then indicate whether the adverb tells how, when, where, or to what extent.
Adverbs used to describe adjectives
Adverbs that tell to what extent can be used to describe adjectives.
Examples:
The cave was very dark.
adv adj
The tea was extremely hot.
Adv adj
Other adverbs used with adjectives
just nearly somewhat most
These adverbs make the adjectives they are describing more understandable and precise.
Example:
The tomb was dark. (without adverb)
The tomb was fully dark. (The adverb fully describes the extent of the darkness).
Exercise 2
Identify the adverb in each of the following sentences and then indicate the adjective it describes.
Adverbs used to describe other adverbs
Some adverbs that tell to what extent are used to describe other adverbs.
Examples:
The student spoke very softly.
adv adv
The cold subsided very gradually.
adv adv
These adverbs make the adverbs they are describing more understandable and clear.
Examples:
She spoke rudely. (without adjective modifier)
She spoke extremely rudely. (extremely describes the extent of her rudeness).
Exercise 3
Identify the adverbs modifying other adverbs in the following sentences.
Specific categories of Adverbs
Examples:
He joined the class yesterday.
Today, I will go to the cinema.
Examples:
Mrs. Kilome has gone out.
The bus stop is near the post office.
Examples:
She often leaves without permission.
He always works hard.
Examples:
Many ran fast to catch the bus
He painted the house badly.
Examples:
Luka is extremely intelligent.
She is very ill.
FORMATION OF ADVERBS
Many adverbs are formed by adding -ly to an adjective.
Examples:
Slow + -ly = slowly quiet + -ly = quietly
Sometimes the addition of -ly to an adjective may require changing the spelling in the adjective.
Examples:
Easy + -ly = easily (y changes to i)
Full + -ly = fully (ll changes to l)
Other adverbs are complete words on their own. That is, they are not formed from other words.
Examples:
fast tomorrow soon first later
next inside somewhere quite
Note:
Examples:
The school will soon open.
The holiday was quite well spent.
Examples:
The visitors arrived late. (adverb)
The late arrivals delayed the meeting (adjective)
The robbers had gotten there first. (adverb)
The first house was already broken into. (adjective)
If it goes with an action verb, an adjective or another adverb, it is an adverb.
Examples:
The story teller spoke quietly. – used with an action verb.
The story teller was very interesting. – used with an adjective.
The story letter spoke extremely slowly. –used with another adverb.
But if it goes with a noun or a pronoun, it is an adjective.
Examples:
The quiet story teller spoke. – used with a noun.
He was quiet. – with a pronoun.
If the modifier tells when, where, how, or to what extent, it is an adverb.
Examples:
He will come tomorrow. – when
He will come here. – where
He will come secretly. – how
He will be very cautious. – to what extent
But if it tells which one, what kind, or how many, it is an adjective.
He will steal this cow. – which one
He will carry a sharp spear. – what kind
He will be joined for ten years. – how many
You will recall that we said that an adjective appears after a linking verb and modifies the subject.
Examples:
He became successful. (successful modifies he)
You seem tired. (tired modifies you)
You appears sick. (sick modifies she)
You look great! (great modifies you)
They sound bored. (bored modifies they)
It feels wet. (wet modifies it)
The oranges taste sweet. (sweet modifies oranges)
The baby grows big. (big modifies baby)
She smells nice. (nice modifies she).
Sometimes the verbs in the sentences above are used as action verbs. In this case, they are followed by adverbs, not adjectives. They modify the verbs and tell how, when, where, or to what extent.
Examples:
The singer looked up.
v adv
We tasted the chocolate eagerly.
v adv
The principal appeared suddenly.
v adv
Good and well have similar meanings, but differ in their use in a sentence.
Example:
Incorrect: He narrates the story good.
Correct: He narrates the story well.
Good is always an adjective and modifies nouns or pronouns. It is never used to modify a verb.
Example:
He is a good narrator. (adjective modifying the noun narrator)
Well can be used as either an adjective or an adverb.
Examples:
I feel well. (as an adjective)
He drives well. (as an adverb)
Exercise 4
Choose the correct form of the words in brackets in the following sentences.
COMPARING WITH ADVERBS
We have seen that we can use adjectives to compare people, things or places.
Adverbs can also be used to compare actions. And like adjectives, we use the comparative form of an adverb to compare two actions and the superlative form of an adverb to compare more than two actions.
Examples:
ONE ACTION: Maree swims fast.
TWO ACTIONS: Maree swims faster than Ciku.
THREE OR MORE: Maree swims fastest of all.
Just like adjectives, adverbs have special forms or spelling for making comparisons.
The comparative form
The comparative form of the adverb is used to compare one action with another. It is formed in two ways:
Examples:
The bird flew higher than the helicopter.
The president arrived sooner than we expected.
Examples:
She visited him more frequently than Martin.
The tractor towed the lorry more powerfully than the bull-cart.
The superlative form
The superlative form is used to compare one action with two or more others of the same kind.
Examples:
Of the three athletes, Kipruto runs the fastest.
The lion roars the loudest of all the big cats.
Adverbs that form the comparative with –er form their superlative with –est. Those that use more to form comparative use most to form superlative.
Examples:
Adverbs Comparative Superlative
long longer longest
fast faster fastest
softly more softly most softly
politely more politely most polite
Points to Remember
Examples:
Comparative: He sat nearer to the window than him
Superlatives: He sat nearest to the window than all the others.
Examples:
Incorrect: The lion roared louder than any lion.
Correct: The lion roared louder than any other lion.
Incorrect: The dancer moved more faster than before.
Correct: The dancer moved faster than before.
Summary of rules for comparing with Adverbs
1. | For most adverbs
Add -er or -est to the adverb |
hard late deep
harder later deeper hardest latest deepest |
2. | For most adverbs comprising of two or more syllables: Use more or most with the adverb | skilfully firmly rudely
more skilfully more firmly most rudely most skilfully most firmly most rudely |
Exercise 5
Write each of the following sentences using the correct form of the adverb.
ANSWERS ON ADVERBS
Exercise 1
Adverb What it indicates
Exercise 2
Adverb Adjective
Exercise 3
Adverb adverb
Exercise 4
Exercise 5
PREPOSITIONS
A preposition is a word that shows the relationship between other words in a sentence.
Examples:
The cat lay under the table.
The preposition under connects the verb lay with table. Under points out the relationship between lay and table. Hence a preposition is a word that links another word or word group to the rest of the sentence. The noun or pronoun after the preposition is called the object of the preposition. The table is the object of the preposition under in the above sentence. The preposition under relates the verb lay to the noun table.
More examples:
She gave it to me.
(The preposition to relates the pronoun me with the action gave).
I liked the bike with the metal handles.
The preposition with relates the noun handles with the noun bike.
Common prepositions
about before except on toward
above behind for onto under
aboard below from out underneath
across beneath in outside until
after beside inside over up
against between into past upon
along beyond like since with
among by near through within
around down of throughout without
at during off to
From the above list of prepositions, you will note that some of them tell where, others indicate time, others show special relationships like reference or separation.
Changing one preposition with another in a sentence changes the meaning of the sentence.
Example:
The cat lay under the table.
The cat lay on the table.
Lying under the table means below the surface of the table but on means above the surface.
Exercise 1
Write the preposition in each of the following sentences and say what relationship it indicates.
Exercise 2
Use the most appropriate preposition to complete the sentences below.
Preposition Phrases
A prepositional phrase consists of a preposition, its object and any words that modify the object.
Examples:
The school children waited for the green light.
In this sentence, the preposition is for, its object is light, and the modifier, or adjective, is green. The entire preposition phrase modifies the verb waited.
Sometimes two or more nouns or pronouns are used as objects in a prepositional phrase.
Example:
He needs a worker with diligence and a good character.
The preposition with has two objects: diligence and character.
Exercise 3
Identify the prepositional phrase in each of the following sentences. Underline the preposition once and its objects twice.
Types of prepositional phrases
Prepositional phrases can either be:
Example:
A scout leader wears a uniform with many badges.
In this sentence, with many badges is an adjective prepositional phrase modifying the noun uniform.
Examples:
Scouts rain for many hours.
The adverb prepositional phrase for many hours modifies the verb train.
They are active in all public functions.
The adverb prepositional phrase in all public functions modifies the adjective active.
The scout leader commands forcefully with a loud voice.
The adverb prepositional phrase with a loud voice modifies the adverb forcefully.
We have seen that the object of a preposition is the noun or pronoun that follows the preposition. When the object of the preposition is a pronoun, we use an object pronoun like me, you, him, her, it, us, and them. (And not a subject pronoun like I, he, she, we, and they).
Examples:
Correct: I gave a present to her.
Incorrect: I gave a present to she.
Correct: I gave a present to Jane and her.
Incorrect: I gave a present to Jane and she.
Exercise 4
Choose the pronoun in brackets that correctly completes each of the following sentences.
Sometimes one prepositional phrase immediately follows another.
Examples:
The thief entered the house through the door on the right.
(through the door modifies the verb entered and tells where. on the left modifies the noun door and tells which one.
A prepositional phrase can be at the beginning, in the middle, or at the end of a sentence.
Examples:
BEGINNING: At dusk we closed the shop.
MIDDLE: The chief of the area was helpful.
END: The path went through the village.
Preposition or Adverb?
Sometimes the same word can be used as either a preposition or an adverb. How can you tell the difference between the two?
Examples:
PREPOSITION: He has a box inside the house.
ADVERB: They ran inside.
You can tell the difference by remembering the following:
Examples:
The helicopter flew past the airport. (preposition)
The aircraft was parked inside the hangar. (preposition)
Examples:
The helicopter flew past. (adverb).
The aircraft was parked inside. (adverb)
The helicopter flew past noisily (adverb).
Therefore, if a word begins a prepositional phrase, it is a preposition. If it stands alone or is followed by an adverb, it is an adverb.
Some words that can be used either as prepositions or adverbs.
above down over
along in out
around inside outside
below near under
by off up
Exercise 5
Indicate after each of the following sentences if it has a preposition or an adverb.
NEGATIVES
Negatives are words that mean “no” or “not”. These words are adverbs.
Examples:
She has no more work.
There are none left.
Other common negatives
not nowhere nobody aren’t haven’t
never nothing no one doesn’t wouldn’t
The combination of a verb and not also form a contraction which is also a negative. The letters n’t stand for not.
Examples:
They won’t be able to attend the funeral.
He couldn’t make a speech.
Double negatives:
A sentence should have only one negative. Using double negatives in a sentence is usually incorrect. A double negative is the use of two negative words together when only one is needed.
Examples:
Incorrect Correct
We don’t need no more problems. We don’t need any more problems.
She hasn’t bought nothing. She hasn’t bought anything.
Mark hasn’t no homework. Mark hasn’t any homework. Or
Mark has no homework.
When you use contractions like don’t and hasn’t, do not use negative words after them. Instead, use words like any, anything, and ever.
Examples:
We don’t have any work.
He hasn’t any work.
I won’t ever respond to the summons.
Other negatives include hardly, barely, and scarcely. They are never used after contractions like haven’t and didn’t.
Examples:
Incorrect Correct
We couldn’t hardly continue with the work. We could hardly continue with the work.
The child can’t barely walk. The child can barely walk.
Exercise 6
Write the following sentences choosing the correct negatives from the ones given in brackets.
ANSWERS ON PREPOSITIONS
Exercise 1
Exercise 2
Exercise 3
Preposition Object/objects
Exercise 4
Exercise 5
Exercise 6
CONJUNCTIONS
A conjunction is a word that connects words or groups of words. Like prepositions, conjunctions show a relationship between the words they connect. But, unlike prepositions, conjunctions do not have objects.
There are 3 main categories of conjunctions;
Coordinating Conjunctions
Coordinating conjunctions connect related words, groups of words, or sentences. There are three coordinating conjunctions: and, but and or. And is used to join words, groups of words, or sentences together. But shows contrast while or shows choice.
Examples:
The bull and the cart are inseparable. (connects two subjects).
The cart carries the farmer and his tools. (connects two direct objects).
The food was hard and tasteless. (connects two predicate adjectives).
Each night, the dancers danced in a circle or in several other patterns. (connects two prepositional phrases).
Some people died in the fracas, but most managed to escape, alive. (connects two sentences).
Exercise 1
Complete each of the following sentences using the most appropriate coordinating conjunction
Subordinating conjunctions
Subordinating conjunctions connect two or more clauses to form complex sentences. (Refer to Part Two of this handbook). Subordinating conjunctions introduce subordinate clauses. They include because, since, if, as, whether, and for.
Examples:
If I go home, my dog will follow me.
The subordinating conjunction if connects the subordinate clause I go home with the main clause my dog will follow me.
The stayed inside the church because it was raining.
He was always rude since he was a child.
The rain fell as they entered the building.
The pastor asked the congregation whether they were happy.
The man rejoiced for he had won a prize.
Exercise 2
Join the following pairs of sentences using the most appropriate subordinating conjunctions.
Correlative conjunctions
Correlative conjunctions are conjunctions that are used in pairs to connect sentence parts. These include either ….. or, neither ….. nor, not only……. but also, whether ……. or and both …… and.
Examples:
Both boys and girls attended the conference.
People brought not only food but also clothes for the victims of the floods.
The students ride either on bicycles or motorbikes.
The sailor had to decide whether to sail on or head back when the weather changed.
Neither John nor James was moved by the shocking news.
Exercise 3
Join the following pairs of sentences using the correlative conjunctions in brackets.
ANSWERS ON CONJUNCTIONS
Exercise 1
Exercise 2
Exercise 3
INTERJECTIONS
An interjection is either a single word or short groups of words that is used to express a feeling or emotion. Interjections can express such feelings as urgency, surprise, relief, joy, or pain. An interjection that expresses strong emotion is often followed by an exclamation mark. An interjection that expresses mild emotion is usually followed by a comma.
Examples:
Let’s go! We can’t sleep before we find the missing boy (urgency).
Phew! I was afraid we would never find him. (relief)
Oh, you have grown so big. (surprise)
Well, I have never been so happy. (joy)
Exercise 1
Identify the interjection in the following sentences and indicate what feeling or emotion it expresses.
ANSWERS TO CHAPTER EIGHT
Exercise 1
CHAPTER TWO
FORMATION AND ORIGIN OF WORDS
Some words in the English language have unique origins and formations.
Some of the words imitate the sounds they represent. These words are called sound or onomatopoeic words. For example, the words bang and crash describe a loud, sudden noise. The word murmur describes a low, soft noise that keeps going.
Many English words imitate noises made by animals. For example, the word chirp imitates the short, high sound made by a small bird or a cricket.
Other examples of sound (onomatopoeic) words
beep gobble neigh squeal
blast growl purr tick
buzz hiss quack zip
clang honk rip
clatter hum roar
crack meow smash
crunch moo splash
Exercise 1
Write a sound word for each of the following descriptions.
Some of the words in the English language come from the names of people and places.
Examples:
Word | Meaning | Named after |
Sandwich | Two or more slices of bread with meat between them. | John Montagu, the fourth Earl of Sandwich, who liked eating meat between slices of bread. |
Maverick | A person who breaks from conventional actions | Samuel Maverick, a Texas cattle owner who refused to brand the calves of one of his herds as per the requirements. |
Saxophone | A musical wind instrument | Adolphe Sax, the Belgian inventor of the musical instrument. |
Madras | A cotton cloth with a design or pattern on plain background | Madras, a city in India, where it was invented. |
Rugby | A game | Rugby school. England, where rugby was invented. |
Tarantula | A large, hairy spider | Taranto, a town in Italy where Tarantulas are found. |
Shylock | A greedy money-lender | The relentless and vengeful money- lender in Shakespeare’s play, The Merchant of Venice. |
Sousaphone | A musical instrument | John Phillip Sousa, an American composer who invented the Sousaphone. |
There are many more words in the English language which originated from names of people or places.
Exercise 2
Find out from your dictionary the origins and meanings of the following English words.
Some words in the English language are a blend of two or more words or morphemes.
Examples:
Word | Combination of | Meaning |
Smog | Smoke + fog | A combination of smoke and fog in the air. |
Fantabulous | Fantastic + fabulous | Incredible, astonishing, unbelievable, wonderful |
Brunch | Breakfast + lunch | A late breakfast taken some hours before lunch |
Wikipedia | Wiki + encyclopaedia | A website |
Comcast | Communication + broadcast | |
Verizori | Veritas + horizon | |
Accenture | Accent + future | |
Spork | Spoon + fork | An eating utensil that is a combination of a spoon and a fork. |
Skort | Skirt + shorts | An item of clothing that is part skirt and short. |
Simulcast | Simultaneous + broadcast | To broadcast a programme on television and radio at the same time |
Cyborg | Cybernetic + organism | |
Motel | Motor + hotel | A roadside hotel |
Exercise 3
Identify the words that are blended to form the following words. Find out their meanings from your dictionary.
Some words are formed addition of prefixes and suffixes to other words.
Prefixes
A prefix is a word part that is added to the beginning of a word to form another word or to change its meaning. The word to which the prefix is added is called the base word.
Examples:
Prefix Base word New word
un friendly unfriendly
pre pay prepay
A prefix changes the meaning of the base word. For example, the prefix un-above means “not”. Hence, unfriendly means “not friendly”. Each prefix has its own meaning.
More examples of common English prefixes
Prefix | Meaning | Examples |
mis-
re- pre- ante- anti- contra- counter- en- extra- inter- intra- non- over- post- pre-
pro- re- semi- trans- un-
under- |
wrong, incorrectly
again before, in advance before, preceding opposing, against, the opposite against opposition, opposite direction put into or on outside, beyond between, among inside, within absence, negation excessively, completely after in time, or order before in time, place order or importance favouring, in support of again half, partly across, beyond not
beneath, below |
misspell – to spell incorrectly
revisit – visit again preschool – before school antecedent, ante-room anti-aircraft, antibiotic, anticlimax contraceptive, contraband counter-attack, counteract engulf, enmesh extraordinary, extracurricular interact, interchange intramural, intravenous non-smoker, non-alcoholic overconfident, overjoyed postpone, post-mortem precondition, preadolescent
Pro-African repaint, reawaken semicircle, semi-conscious transnational, transatlantic unacceptable, unreal, unhappy, unmarried underarm, undercarriage |
Exercise 4
Give the meaning of the following prefixes and write two examples each of words in which they are used. Use your dictionary.
Suffixes
A suffix is a word part that is added to the end of a base word to form a new word or to change its meaning.
Example:
Enjoy + able = enjoyable
Each suffix has its own meaning. The suffix “able” means “capable of”. Hence enjoyable means “capable of being enjoyed”.
Common English suffixes
Suffix | Meaning | Examples |
Noun Suffixes
-acy -al -ance, -ence -dom -er, -or -ism -ist -ity, -ty -ment -ness -ship -sion, -tion Verbs suffixes -ate -en -ify, -fy -ize, ise Adjective suffixes -able, -ible -al -esque -ful -ic, -ical -ious, ous -ish – ive -less -y |
state or quality act or process of quality of place or state of being one who doctrine, belief one who quality of condition of state of being position held state of being
become become make or become become
capable of being pertaining to reminiscent of notable for pertaining to characterized by having the quality of having the nature of without characterized by |
privacy, advocacy refusal, dismissal Maintenance, eminence freedom, kingdom trainer, protector Communism, Marxism chemist, pharmacist veracity, curiosity argument, armament heaviness, fearlessness fellowship, headship concession, transition
eradicate, fumigate enlighten, fugliten terrify, specify civilize, apologize
edible, presentable regional, sectional picturesque fanciful, colourful musical, mythic nutritious, portentous fiendish, greenish creative, abusive endless, pointless sleazy, cheeky
|
Exercise 5
Add an appropriate suffix to each of the following words and then give the meaning of the new word.
WORDS USAGE
Words in English language have various meanings depending on their usage in sentences.
Homographs are words which are spelled the same but have different meanings. They usually appear as separate entries in a dictionary.
Examples:
The man dug a well in his compound.
They worked well together.
In the first sentence, the noun well means “a spring of water”. In the second sentence, the adverb well means “in a good manner”.
Examples of common homographs in the English Language
Homograph | Meaning | Examples |
bear
sow
lead
close
wind
date
fast
hide
net
pick |
(V) to support or carry
(N) an animal (V) to plant seed (N) female pig (V) to guide
(N) a metal (Adv)near
(V) lock
(V) turning something around (N) marking air
(V) to determine the age (N) to “go out” (N) a kind of fruit a calendar
(N) time (Adj) quick (V) to choose not to eat food
(N) animal skin (V) to conceal
(N) woven trap made of rope or cord (Adj) amount remaining after deductions. (N) a kind of tool (V) to choose |
I will bear the burden.
The bear killed the hunter. The farmer sowed the seeds. The sow is very fat. The mother duck can lead her ducklings around. Gold is heavier than lead. The tiger was now so close. that I could smell it. “Will you please close that door?” Wind your watch. The wind howled through the woodlands. Can you date this sculpture? I have a date with Mary. Dates are grown in South Africa. What is the date today? He is a fast runner. The Christians fast just before Easter. He is tanning the hide. They hide their money under their pillows. They caught fish using a net.
His net pay is thirty thousand shillings per month. He used a pick to dig the hole. Pick the dress that you want. |
Some homographs are spelled the same but pronounced differently.
Example:
The wind is strong today.
This path winds through the hills.
Exercise 6
Write two meanings of the following homographs and use each of them in sentences of your own.
Homophones are words that sound the same but have different spellings and meanings.
Example:
She will buy music composed by my favourite artist.
Homophones are often confused when writing by many students because of similarity in pronunciation.
Examples of common homophones in English
Homophones | Meaning | Examples |
aisle
isle |
(V) the walkway
(N) island |
I quickly walked down the aisle.
He grew up on the isle of Elba.
|
allowed
aloud |
(V) permitted
(Adv) not silently |
His mother allowed him to stay up late.
She read the story aloud. |
Ate
eight |
(V) past tense of “eat”
(N) number |
She ate a quick lunch.
I bought eight tickets. |
ball
bawl |
(N) a round object used in games
(V) to cry
|
He took the ball to the beach.
Please don’t bawl! It’s not that bad. |
bear
bare |
(V) to stand something
(Adj.) naked |
He can’t bear exams.
He stood outside in the rain completely bare. |
Base
bass
|
(N) the bottom
support of something (N) the lowest pitches in music
|
We need a new base for that lamp.
I sang bass in the church choir. |
More examples of homophones
lead, led
least, leased loan, lone male, mail meet, meat mind, mined morning, mourning naval, navel new, knew no, know one, won pear, pair pie, pi piece, peace pier, peer poor, pour rain, reign raw, roar read, reed road, rode sale, sail saw, sore see, sea sun, son tail, tale tea, tee their, they’re they’re, there tide, tied too, to two, too wail, whale warn, worn weal, wheel |
wear, where
weather, whether week, weak weight, wait while, wile wood, would write, right yew, you your, you’re acetic, ascetic axle, axial formerly, formally ion, iron loch, lock holy, wholly heal, heel ad, add ail, ale all, awl alms, arms altar, alter arc, ark aren’t, aunt anger, augur aural, oral away, aweigh awe, oar, or, ore bale, bail band, banned bean, been blew, blue brake, break cell, sell cent, scent, sent
|
cereal, serial
check, cheque chord, cord cite, site, sight coo, coup cue, queue dam, damn dew, due die, dye doh, doe, dough earn, urn ewe, yew, you faint, feint fair, fare feat, feet few, phew find, fined fir, fur flaw, floor flea, flee flew, flue flour, flower for, fore, four foreword, forward fort, fought gait, gate genes, jeans gnaw, nor, gorilla, guerrilla grate, great groan, grown guessed, guest hale, hail hair, hare
|
Exercise 7
Give the homophones and the meanings of the following words.
Synonyms are words that have almost the same meaning but different spelling and pronunciation.
Examples:
Slender – thin finish – end sick –ill
Some words have several synonyms. For example, happy has such synonyms words like light-hearted, pleased, and cheerful.
Synonyms help vary the writing, just like pronouns do. For example, the word happy and its synonyms help vary the writing.
Daniel felt happy – Daniel felt light-hearted.
She was happy with her grade – She was pleased with her grade.
They sang a happy song – They sang a cheerful song.
Examples of common synonyms in English
about, approximately
accomplish, achieve administer, manage admit, confess almost, nearly annoy, irritate answer, reply arise, occur arrive, reach begin, start belly, stomach bizarre, weird brave, courageous chop, cut clerk, receptionist close, shut contrary, opposite correct, right daybreak, dawn demonstrate, protest denims, jeans desert, abandon devil, Satan disappear, vanish eager, keen emphasize, stress enormous, huge, immense enquire, investigate evaluate, assess fanatic, enthusiast fool, idiot sincere, honest skull, cranium soiled, dirty suggest, propose sunrise, dawn temper, mood trustworthy, reliable
|
formerly, previously
fragrance, perfume function, operate garbage, rubbish gay, homosexual grab, seize gut, intestine hard, tough hashish, cannabis hawk, peddle hint, trace, tip homicide, murder hunger, starvation hurry, rush idler, loafer if, whether illustrate, demonstrate imitate, mimic immediate, instant immobile, motionless impartial, neutral impasse, deadlock impolite, rude inconsiderate, thoughtless infamous, notorious informal, casual inheritor, heir instructions, directions jealous, envious joy, delight lacking, missing lethal, deadly ultimate, final uncommon, unusual uncooked, raw unforeseen, unexpected unfortunate, unlucky unmarried, single untimely, premature |
lousy, awful
madness, insanity magnify, exaggerate manmade, artificial material, fabric merciless, cruel midway, halfway mind, intellect mirror, reflect mistrust, distrust modern, contemporary movie, film murderer, assassin naked, bare nameless, anonymous nightfall, dusk noon, midday numerous, many object, thing outside, external overlook, miss peaceable, peaceful poisonous, toxic post-mortem, autopsy praise, compliment reasonable, fair refrain, chorus religious, devout respond, reply scarcity, shortage signal, sign silly, foolish vain, useless vary, differ vast, huge winery, vineyard withstand, resist zenith, peak |
Exercise 8
Give the synonyms of the following words:
Antonyms are words that have opposite meanings. Antonyms also add variety to your writing.
Examples:
Cold-hot heavier – lighter fearful – brave.
Some words have more than one antonym. Some of these antonyms can be formed by adding a prefix to a base word.
Examples:
Kind – cruel, unkind like – hate, dislike
Examples of common antonyms in English
absent – present
absurd – sensible abundant – scarce accidental – intentional accuse – defend accurate – incorrect admit – deny advance – retreat after – before alien – native alone – together always – never amuse – bore anger – kindness applaud – boo asleep – awake beautiful – ugly beg – offer below – above bitter – sweet buy – sell careful – careless cease – begin civilian – military closed – open condemn – praise crooked – straight dangerous – safe dead – alive deep – shallow destroy – create drunk – sober east – west
|
enemy – friend
evil – good exhale – inhale expensive – cheap fail – succeed fat – skinny fertile – barren floor – ceiling former – latter funny – serious generous – stingy genuine – fake guilty – innocent humble – arrogant husband – wife illegal – lawful import – export indoor – outdoor inferior – superior intelligent – stupid joy – grief kind – mean king – commoner lazy – industrious lock – unlock majority – minority man – woman merciful – cruel moist – dry nervous – calm obey – disobey original – copy patient – impatient |
permit – forbid
polite – rude positive – negative private – public push – pull question – answer quick – slow reckless – cautious rival – friend sane – insane servant – master sick – well simple – complex slavery – freedom smart – dumb solid – gas spend – save stranger – friend strong – weak sudden – gradual suffix – prefix tame – wild temporary – permanent thaw – freeze tough – tender unique – common vacant – occupied victory – defeat villain – hero war – peace young – old
|
Exercise 9
Give the antonyms of the following words:
An idiom is a phrase that has a special meaning as a whole. The meaning of an idiom is different from the meanings of its separate words.
Examples:
It was raining cats and dogs.
The idiom raining cats and dogs does not mean that cats and dogs were falling out of the sky! It means “raining heavily”.
I put my foot in my mouth today.
The idiom put my foot in my mouth means “to say the wrong thing”. Sometimes the context in which an idiom is used can give a hint of its meaning.
Example:
Jeff is talking through his hat when he says that he can spell every word in the English language.
This idiom clearly means that Jeff cannot possibly spell every word in the English language. Hence, the idiom talking through his hat means talking nonsense
More examples of idioms in the English language
Idiom | Meaning | |
1.
2.
3.
4.
5.
6.
7.
8.
9.
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13
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It was a blessing in disguise.
He is a doubling Thomas.
That scandal was a drop in the bucket. The exam was a piece of cake.
The punishment was a slap in the wrist.
The thief received a taste of his own medicine.
Don’t add fuel to the fire!
The principal is just all bark but no bite.
The theory is all Greek to me.
We are all in the same boat.
The house cost him an arm and a leg.
The teacher has an axe to grind with the bursar.
Joyce is the apple of my eye. |
Something good that is not recognised at first.
A sceptic who needs physical or personal evidence in order to believe something.
A very small part of something big or whole. A task that can be accomplished very easily.
A very mild punishment.
He was mistreated the same way he mistreats others.
When something is done to make a bad situation even worse than it is.
When someone is threatening and/or aggressive but not willing to engage in a fight.
Meaningless and incomprehensible.
When everyone is facing the same challenges.
Very expensive. A large amount of money.
To have a dispute with someone.
Someone who is cherished above all others. |
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Idiom
The boy did the work at the drop of a hat.
The politician is a back seat driver.
They were back to square one in their search for the treasure.
The government has to go back to the drawing board on the issue of the New Constitution.
The investigator realised he was barking the wrong tree.
You are beating a dead horse.
Stop beating around the bush.
I will bend over backwards to see you through school. She was caught between a rock and a hard place.
You are biting off more than you can chew.
John decided to bite his tongue.
Tom has a cast iron stomach.
That is a cock and bull story.
I will have to win, come hell or high water.
Don’t cry over spilt milk.
He likes crying wolf.
Tim is a dark horse.
Kinyua is a devil’s advocate.
My father drinks like a fish.
This problem is driving me up the wall.
The students had a field day with the visiting guests.
The food was finger licking good.
He changed from rags to riches.
I need to get over it.
She got up on the wrong side of the bed.
You must go the extra mile to achieve your goal.
|
Meaning
Willing to do something immediately.
People who criticize from the sidelines.
Having to start all over again.
When an attempt fails and its time to start all over again.
A mistake made in something you are trying to achieve.
To force an issue that has already ended.
Avoiding the main topic, not speaking directly about an issue.
Do whatever it takes to help. Willing to do anything. Stuck between two very bad options.
To take on a task that is way too big.
To avoid talking.
Someone who has no problems, complications, or ill effects with eating or drinking anything.
An unbelievable tale.
Any difficult situation or obstacle.
When you complain about a loss from the past.
Intentionally raise a false alarm.
One who was previously unknown and now is prominent.
Someone who takes a position for the sake of argument without believing in that particular side of the argument.
To drink very heavily.
To irritate or annoy very much.
An enjoyable day or circumstance.
Very tasty food or meal.
To go from being very poor to being very wealthy.
To move beyond something that is bothering you.
Someone who is having a horrible day.
Go above and beyond whatever is required for the task at hand. |
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Joan is a good Samaritan.
I have a gut feeling she will die.
The player lost his head when he missed the goal.
He was head over heels in love with her.
He gave her a high five when he won the contest.
Let us hit the books!
I will hit the hay now.
The preacher hit the nail on the head.
She hit the sack after a hard day’s work.
Hold your horses, the speaker is coming.
The certificate was an icing on the cake after the monetary. reward.
The girl became careless in the heat of the moment.
The policeman kept an eye on him. He kept his chin up during the burial.
The old man kicked the bucket.
Lend me your ear.
You let the cat out of the bag.
The by-election was not a level playing field.
He ran all over like a chicken with its head cut off.
Mr. Gumo is a loose canon.
I am not interested in his mumbo jumbo.
She is the new kid on the block.
He started off on the wrong foot.
The accused man is now off the hook.
I said that off the record!
I was on pins and needles.
The prefects sit on the fence when there is a strike.
The dog appeared out of the blue.
You will get the job over my dead body.
Mark is fond of passing the buck to his brother.
Dennis is a peeping Tom.
“Pipe down! We have heard you!
You are pulling my leg.
Rise and shine! It’s time to go to school.
The businessman has run out of steam nowadays.
The convict was saved by a bell.
He was a scapegoat for amorous politician.
The naughty boy got away scot-free.
She was sick as a dog.
He has a sixth sense.
The judge smelt a rat when the witness started trembling.
The prosecutor smelt something fishy when the accused winked at the witness.
We have to start from scratch.
The ball is in your court.
They tied the knot in December.
I will wait till the cows come home.
To make a long story short, you are not coming with us.
The government turned a blind eye to the plight of IDPs.
I am under the weather today.
Forget the water under the bridge.
He will pay you the money when pigs fly.
She wines and dines with stars.
It is without a doubt the best programme.
Your guess is as good as mine.
|
Someone who helps others when they are in need without expecting a reward.
A personal intuition you get, especially when you feel something may not be right.
Angry and overcome by emotions.
Very excited and joyful, especially when in love.
Slapping palms above each others heads as a celebration gesture.
To study, especially for a test or exam.
Go to bed or go to sleep.
Do or say something exactly right.
Go to bed or sleep.
Be patient.
When you already have it good and get something on top of what you already have.
Overwhelmed by what is happening at the moment.
Carefully watch somebody.
To remain joyful in a tough situation.
Die
To politely ask for someone’s full attention.
To share a secret that wasn’t supposed to be shared.
A fair competition where no side has an advantage.
To act in a frenzied manner.
Someone who is unpredictable and can cause damage if not kept in check.
Nonsense or meaningless speech.
Someone new to the group or area.
Getting a bad start on a relationship or task.
No longer have to deal with a tough situation.
Something said in confidence that the speaker doesn’t want attributed to him or her.
Anxious or nervous especially in anticipation of something.
Undecided.
Something that suddenly and unexpectedly occurs or appears.
When you absolutely will not allow something to happen.
Avoid responsibility by giving it to someone else.
Someone who observes people in the nude or sexually active people, mainly for his own gratification.
To shut up or be quiet.
Tricking someone as a joke.
Time to get out of bed and get ready for work or school.
To be completely out of energy.
Saved at the last possible moment.
Someone else who takes the blame.
To escape and not have to pay.
To be very sick (with flu or a cold)
A paranormal sense that allows you to communicate with the dead.
To be suspicious or detect someone in the group is betraying the others.
Detecting that something isn’t right and there might be a reason for it.
To do it all over again from the beginning.
It is your decision this time.
To get married.
A long time.
Said by someone during a long boring story.
Refuse to acknowledge something you know is real or legitimate.
Feeling ill or sick.
Anything from the past that isn’t significant or important any more.
Something that will never ever happen.
When someone is treated to an expensive meal.
For certain.
I have no idea.
|
Common idiomatic expressions and sayings
Exercise 10
Give the meaning of the italicized idioms in the following sentences.
ANSWERS FROM CHAPTER TWO
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Exercise 5
Exercise 6
– an enclosure for sheep
– the rubber material on the wheel of an automobile or bicycle.
– a bird
– an injury.
– average
– doing something
– weapons
– obstruct
– fight with gloves
– a money depository
Exercise 7
Exercise 8
Exercise 9
Exercise 10
CHAPTER THREE
PHRASES AND SENTENCES
PHRASES
A phrase is a group of words without a subject or a predicate or both and does not express a complete thought. Therefore, a phrase can never stand on its own as a complete sentence. Using different kinds of phrases enables a writer or a speaker to create informative and descriptive sentences that vary in structure. phrases combine words into a larger unit that can function as a sentence element.
The most common kinds of phrases in English are: Noun phrases, verb phrases, prepositional phrases, gerund phrases and participial phrases.
A noun phrase consists of a noun and all its modifiers. It can function as a subject, object, or complement in the sentence. The modifiers may include articles, prepositions and adjectives.
Examples:
(a) Noun phrases as subjects
The lazy old man sleeps all day long.
Some school boards reward teachers who produce good results.
(b) Noun phrases as objects
Teachers rejected the proposed performance contracts.
Critics opposed the controversial marriage bill.
(c) Noun phrases as complements
Teaching is a valuable profession.
Sheila is a hardworking no-nonsense lady.
Exercise 1
Identify the noun phrases in each of the following sentences and indicate whether it functions as a subject, object or complement.
A verb phrase consists of a main verb and its helping verbs. It can function as the predicate of a sentence. The predicate tells what the subject does or is. (It tells something about the subject).
Examples:
John was born in Malindi.
This problem may have contributed to the collapse of the economy.
Without highly – trained workers, many Kenyan companies would be forced to close down.
Sometimes the parts of a verb phrase are separated from each other by words that are not verbs.
Examples:
He is finally buying a new house.
Salesmen must occasionally travel long distances.
Some words are joined with other words to make contractions.
Examples:
He hasn’t turned up for the meeting (has + not)
We couldn’t tell what had killed the cow. (could + not)
I’ve ordered them to leave the house. (I + have).
NB: The word not and the contraction n’t are adverbs. They are never part of a verb or verb phrase.
Exercise 2
Write the verb phrase in each of the following sentences.
A prepositional phrase is made up of a preposition, the object of the preposition, and all the words between them. It often functions as an adjective or adverb, but it can function as a noun as well.
Examples:
We carried the fruits in our school bags. (adverb telling where)
The plane flew through the cloud. (adverb telling where)
Almost half of Africa’s population suffers from water – related diseases. (adverb modifying suffers).
The water supply in the United States is expected to decline dramatically. (adjective modifying water supply).
The best time to practise water conservation is before a water shortage. (noun functioning as a complement).
In sentence 1 above, the preposition is in, the object of the preposition is bags, and the modifiers or adjectives are our and school.
Sometimes two or more nouns or pronouns are used as objects in a prepositional phrase.
Example:
He needs a wife with diligence and a good character.
Diligence and character are objects of the preposition with.
When prepositional phrases function as adjectives and adverbs in sentences, they are called adjectival and adverbial phrases respectively.
Examples:
The woman wears shoes with sharp heels. (an adjectival phrase modifying the noun shoes)
The man with a funny – looking dog crossed the road. (an adjectival phrase modifying the noun man)
Examples:
Soldiers train for many months. (an adverbial phrase modifying the verb train)
People are lazy in the afternoons. (an adverbial phrase modifying the adjective lazy.)
She arrived late in the night. (an adverbial phrase modifying the adverb late).
Sometimes one prepositional phrase immediately follows another.
Examples:
The man led him through the door on the left.
Note that the prepositional phrase through the door is an adverbial phrase modifying the verb led and tells where? The second prepositional phrase on the left is an adjectival phrase modifying the noun door and tells which one?
A prepositional phrase can be at the beginning, in the middle, or at the end of a sentence.
Examples:
At dusk, we began to walk home.
The map of the area was very helpful.
The path went by a forest and a large lake.
Exercise 3
Underline the prepositional phrases in the following sentences and indicate what type each of them is.
A gerund is a verb form used as a noun. It is formed by adding –ing to the present these of a verb. Gerunds can be used as subjects, direct objects, objects of prepositions, and complements.
Examples:
Subject: Fishing is a popular activity in Nyanza Province.
(Fishing is a gerund, the subject of the verb is)
Direct object: The sport involves riding. (riding is a gerund, the direct object of the verb involves)
Object of preposition: The sport is similar to fencing. (fencing is a gerund, the object of the preposition to).
A gerund phrase includes a gerund, its modifiers, objects or complements. It always functions as a noun.
Examples:
Becoming a Tusker Project fame finalist was Msechu’s lifetime dream. (gerund phrase is the subject of the sentence.)
Msechu dreamt all his life about winning the top award. (the gerund phrase is an object of the preposition about).
One of Msechu’s biggest disappointments was losing to Alpha. (the gerund phrase is a complement).
The game involves jumping over hurdles. (object of the verb involves).
Exercise 4
Underline the gerund or gerund phrases in the following sentences and label each one subject, direct, object, object of preposition, or complement.
A participle is a verb form that always acts as an adjective. There are two types of participles:
Examples:
Fooled, the shopkeeper bought fake products. (Fooled is a past participle modifying the noun shopkeeper)
Shaken, he dashed to the police station.
(Shaken is a past participle modifying the pronoun he)
The participles of irregular verbs, however, do not follow the above rule: run-run, throw-thrown.
Examples:
Smiling, the conman stepped out of the shop. (Smiling is a present participle modifying the noun conman).
Using participles is a simple way of adding information to sentences and to vary sentences beginnings.
A participial phrase consists of a present or past participle and its modifiers, objects, or complements. It always functions as an adjective.
Examples:
Rounding the corner, the conman met two policemen.
(Rounding the corner is a present participial phrase modifying the noun conman).
Surprised by the appearance of the conman, the policemen started blowing their whistles.
(Surprised by the appearance of the conman is a past participial phrase modifying the noun policemen).
A participle or participial phrase is not always at the beginning of a sentence. Sometimes it may appear in the middle but it should be near the noun or pronoun it modifies.
Examples:
The skilled policemen arrested the conman.
The conman, losing control, fought the policemen fiercely.
Points to note
Both the gerund and the present participle are created by a adding –ing to the present tense of a verb. BUT how can you tell whether a word is a gerund or a participle? It all depends on how the word is used in a sentence.
Example:
Gaining courage, the conman attempted to escape. (Gaining courage is a participial phrase modifying conman).
Example:
Gaining courage made the conman look aggressive. (Gaining courage is a gerund phrase, the subject of the verb made).
Exercise 5
Underline the participial phrases in the following sentences, indicating whether it is a past or present participial phrase and the noun or pronoun it modifies.
An infinitive is a verb form that usually appears with the word to before it. To is called the sign of the infinitive.
Examples:
to lift to eat to launch to register
To is a preposition if it is followed by a noun or noun phrase, but it is a sign of the infinitive if it is followed by a verb or verb phrase.
Examples:
Joseph longed for a flight to the moon. (prepositional phrase)
Not until 1985 was he able to succeed. (infinitive)
An infinitive phrase consists of an infinitive and its modifiers, objects or complements. It can function as a noun, adjective, or adverb.
Examples:
To write clearly and concisely can be difficult sometimes. (Infinitive phrase functioning as a noun and the subject of the sentence).
Proofreading your writing is a good way to ensure the absence of typing mistakes. (Infinitive phrase functioning as an adjective modifying the noun way).
To greatly increase the amount of stress in your life, leave your writing task until the night before it is due. (Infinitive phrase functioning as an adverb modifying the verb leave).
Exercise 6
Underline the infinitive phrases in each of the following sentences and state whether it is functioning as a noun, adjective or adverb.
ANSWERS ON CHAPTER THREE
Exercise 1
Exercise 2
Exercise 3
to the market – adverbial modifying the verb went.
Exercise 4
Exercise 5
Exercise 6
CHAPTER FOUR
SENTENCES
What is a sentence?
A sentence is a group of words that expresses a complete thought. A complete thought is clear. A sentence always begins with a capital letter. It ends with a full stop (.), a question mark (?) or an exclamation mark (!).
Examples:
Ted sent me a letter.
Jane slept soundly.
Sentence fragments
A sentence fragment does not express a complete thought. The reader or listener cannot be sure what is missing in or the meaning of a sentence fragment.
He or she will be left wondering: What is this about? What happened?
Examples:
Fragment: The huge boat. (What happened?)
Sentence: The huge boat sails down the river.
You can correct a sentence fragment by supplying the missing information.
Subjects and predicates
The two fundamental parts of every English sentence are the subject and the predicate. A subject can be described as the component that performs the action described by the predicate. It tells who or what does or did the action. It may also name the topic.
The predicate tells about the subject. It tells what the subject does or is.
Examples:
Subject Predicate
(Who or what) (What is said about the subject)
The antelope jumped over the high fence.
Pigs eat anything is sight when hungry.
In a sentence, a few key words are more important than the rest. These key words make the basic framework of the sentence. The verb and its subject are the key words that form the basic framework of every sentence. The rest of the sentence is built around them.
Examples:
Sentence Key words
The young kids jumped playfully. kids, jumped
Their faces shone brightly. faces, shone
To find out the subject, ask who or what before the verb.
Examples:
Who jumped playfully? – kids
What shone brightly? – faces
To find out the verb, ask what after the subject.
Examples:
The young kids did what? – jumped
Their faces did what? – shone
The key word in the subject of a sentence is called the simple subject. For example, kids, faces. The complete subject is the simple subject plus any words that modify or describe it. For example, The young kids, Their faces.
The key word in the predicate is called the simple predicate. For example, jumped, shone. The complete predicate is the verb plus any words that modify or complete the verb’s meaning. For example, jumped playfully, shone brightly.
The simple subjects and predicates may sometimes be more than one word. For simple subjects, it may be the name of a person or a place.
Examples:
Ballack Obama won the US presidential race.
South Africa is the home of many bats.
The simple predicate may also be more than one word. There may be a main verb and a helping verb.
Tanya has acted in many TV shows.
She will be performing again tonight.
Objects
An object in a sentence is a word or words that complete the meaning of a sentence. It is involved in the action but does not carry it out. The object is the person or thing affected by the action described in the verb. It is always a noun or a pronoun and it always comes after the verb.
Example:
The man climbed a tree.
Some verbs complete the meaning of sentences without the help of other words. The action that they describe is complete.
Examples:
It rained.
The temperature rose.
Some other verbs do not express a complete meaning by themselves. They need to combine with other words to complete the meaning of a sentence.
Examples:
Christine saw the snake.
Rose wears goggles.
He opened the door.
In the above examples, the snake, goggles and the door are the objects as they are the things being affected by the verbs in the sentences.
(Refer to the topic on Transitive and Intransitive Verbs under the main topic VERBS).
Exercise 1
Which groups of words are sentences and which ones are sentence fragments?
Direct and indirect objects
Objects come in two types, direct and indirect:
Direct objects
The direct object is the word that receives the action of a verb.
Examples:
Christine saw a snake. ( a snake receives the action of saw)
Rose wears goggles. (goggles receives the action of wears)
Sometimes the direct object tells the result of an action.
Examples:
Tecla won the race.
She received a trophy.
To find the direct object first find the verb. Then ask whom or what after the verb.
Examples:
Christine saw a snake. Rose wears goggles
Verb: saw verb: wears
Saw what? a snake wears what? goggles
Tecla won the race She received a trophy
Verb: won verb: received
Won what? the race received what? a trophy
Remember, we said earlier that a verb that has a direct object is called a transitive verb and a verb that does not have an object is called an intransitive verb. We also said that a verb may be intransitive in one sentence and transitive in another. Other verbs are strictly intransitive like disagree.
Indirect objects
The indirect object refers to a person or thing who receives the direct object. They tell us for whom or to whom something is done. Others tell to what or for what something is done.
Examples:
I gave him the book.
He is the indirect object as he is the beneficiary of the book.
Direct object or adverb?
Direct objects are sometimes confused with adverbs. The direct object tells what or whom as we have seen earlier. Adverbs on the other hand tell how, where, when or to what extent. They modify the verbs.
Examples:
Brian Swam slowly. (slowly is an adverb telling how)
Brian Swam a tough race. (race is a direct object telling what).
Verbs can also be followed by a phrase that tells how, when, or where. This kind of a phrase is never a direct object but an adverbial phrase.
Example:
Brian swam across the pool. (a cross the pool tells where Brian Swam).
Therefore, to decide whether a word or a phrase is a direct object or adverb, decide first what it tells about the verb. If it tells how, where, when or to what extent, it is an adverb. If it tells what or whom, it is a direct object.
Exercise 2
Identify the objects or the adverbs/adverbial phrases in the following sentences. If the sentence has two objects, indicate the direct object and the indirect object.
Complements
Some sentences do not take objects or adverbs (or adverbial phrases) after the verbs. Instead, they take complements. A complement is the part of the sentence that gives more information about the subject (subject complement) or about the object (object complement) of the sentence.
Subject complements
Subject complements normally follow certain verbs like be, seem, look, etc.
Examples:
He is British. (British gives more information about he)
She became a nurse. (nurse gives more information about she)
Object complements
Object complements follow the direct objects of the verb and give more information about those direct objects.
Examples:
They painted the house red. (red is a complement giving more information about the direct object house)
She called him an idiot. (an idiot is a complement giving more information about the direct object he).
The complement often consists of an adjective (e.g. red) or a noun phrase (e.g. an idiot) but can also be a participle phrase.
Example:
I saw her standing there. (standing there is a complement telling more about her).
Exercise 3
Pick out the complements in the following sentences and indicate whether subject, object or participial complements.
TYPES OF SENTENCES
Sentences can be categorised in terms of structure or in terms of purpose.
Sentences can be categorised into 3 main types:
A simple sentence contains a single subject and predicate. It describes only one thing, idea or question, and has only one verb. It contains only an independent (main) clause.
Any independent clause can stand alone as a sentence. It has a subject and a verb and expresses a complete thought.
Examples:
Bill reads.
Jack plays football.
Even the addition of adverbs, adjectives and prepositional phrases to a simple sentence does not change its structure.
Example:
The white dog with the black collar always barks loudly.
Even if you join several nouns with a conjunction, or several verbs with a conjunction, it remains a simple sentence.
Example:
The dog barked and growled loudly.
A compound sentence consists of two or more simple sentences joined together using a co-ordinating conjunction such as and, or or but.
Example:
The sun was setting in the west and the moon was just rising.
Each clause can stand alone as a sentence.
Example:
The sun was setting in the west. The moon was just rising.
Every clause is like a sentence with a subject and a verb. A coordinating conjunction goes in the middle of the sentence; it is the word that joins the two clauses together.
Other examples:
I walked to the shops, but my wife drove there.
I might watch the film, or I might visit my aunt.
My friend enjoyed the film, but she didn’t like the actor.
Note
Two simple sentences should be combined to form one compound sentence only if the ideas they express are closely related. If the ideas are not closely related, the resulting sentence may not make sense.
Examples:
Incorrect: The car is old, and Dan likes sociology.
Correct: The car is old, but it functions superbly.
Punctuating compound sentences
When writing some compound sentences, a comma is used before the conjunction. The comma tells the reader where to pause. Without a comma, some compound sentences can be quite confusing.
Examples:
Confusing: Jane studied the specimen and her sister took notes.
(The sentence might cause the reader to think that Jane studied both the specimen and her sister)
Better: Jane studied the specimen, and her sister took notes.
(The comma makes the sentence to be clear)
Sometimes the parts of a compound sentence can be joined with a semicolon (;) rather than a comma and a conjunction.
Example:
Jane studied the specimen; her sister took notes.
Never join simple sentences with a comma alone. A comma is not powerful enough to hold the sentences together. Instead use a semicolon.
Example:
Incorrect: My father enjoyed the meal, he didn’t like the soup.
Correct: My father enjoyed the meal; he didn’t like the soup.
Correct: My father enjoyed the meal, but he didn’t like the soup.
A complex sentence contains one independent (main) clause and one or more subordinate (dependent) clauses. They describe more than one thing or idea and have more than one verb in them. They are made up of more than one clause, an independent clause (that can stand by itself) and a dependent clause (which cannot stand by itself).
Example:
The picture looks flat because it is colourless.
(The picture looks flat is the independent (main) clause whereas because it is colourless is the subordinate (dependent) clause)
What is a clause?
A clause is a group of words that contains a verb and its subject. There are two types of clauses – main clauses and subordinate clauses.
Main clauses
A main clause is a clause that can stand as sentence by itself. A compound sentence contains two or more main clauses, because it is made up of two or more simple sentences. Each of these simple sentences is a main clause.
Example:
Robots operate machines, and they solve many labour problems.
Robots operate machines and they solve many labour problems are both main clauses. They are also simple sentences. Main clauses are sometimes called independent clauses.
Subordinate clauses
Subordinate clauses are clauses that do not express a complete thought. So they cannot stand by themselves.
Examples:
If technology will improve When robots can do the work
While electronics will work After the system is complete.
None of the above clauses express a complete thought. They are sentence fragments that leave the reader wondering then what?
Subordinate clauses are introduced by subordinating conjunctions such as if, when, while, and after.
Other examples of subordinating conjunctions:
although because so that until
as before than whatever
as if in order that though wherever
as long as provided till whenever
as though since unless where
Now we can understand a complex sentence better. We have said that it contains one main clause and one or more subordinate clauses.
Main clause subordinate clause
The bell started ringing before we were out of bed.
The battery needs recharging so that it can work tonight.
The subordinate clause can sometimes appear before the main clauses.
Examples:
When the power failed, the computer stopped.
Before you know it, your flat screen television will be stolen.
The subordinate clause can also sometimes appear in between the sentence.
Example:
The medicine man, who knew many tricks, cheated the man that he had been bewitched.
Types of subordinate clauses
Subordinate clauses may be used in sentences as adjectives, adverbs and nouns in complex sentences. Such clauses are called adjectival, adverbial and noun clauses respectively. They add variety to one’s writing. They can also make one’s writing more interesting by adding details.
Examples:
Without subordinate clause: The bushman told us about the hidden cave.
With subordinate clause: The bushman, who knew the forest well, told us about the hidden cave.
An adjectival clause acts as an adjective in a sentence, that is, it modifies a noun or a pronoun.
Examples:
The bushman, who knew the forest well, told us about the hidden cave.
(who knew the forest well is an adjectival clause that modifies the noun bushman).
The bushman told us a legend that involved the cave. (that involved the cave is an adjectival clause that modifies the noun legend).
An adjective clause usually comes immediately after the noun it modifies.
More examples:
People still search for the treasure that the pirate hid.
As can be seen from the above examples, adjectival clauses, like adjectives, modify nouns or pronouns answering questions like which? or what kind of?
Adjective Adjective clause
The red coat the coat which I bought yesterday
Like the adjective red the adjectival clause which I bought yesterday modifies the noun coat. Note than an adjectival clause usually comes after what it modifies while an adjective comes before.
Relative pronouns
Besides use of subordinating conjunctions, adjectival clauses can be introduced by relative pronouns. Relative pronouns are the words who, whom, whose, that and which. These words relate the subordinate clauses to the word it modifies in the main clause.
Examples:
The books that people read were mainly religious.
Some fire-fighters never meet the people whom they save.
The meat which they ate was rotten.
In the last sentence, the relative clause (called so because it is introduced by the relative pronoun which) which they ate modifies the noun meat and answers the question which meat?
More examples:
They are searching for the one who borrowed the book.
The relative clause who borrowed the book modifies the pronoun one and answers the question which one?
Besides relating the adjectival clause to a noun or pronoun in the main clause, a relative pronoun may also act as the subject, object, predicate pronoun, or object of a preposition in the clause.
Examples:
Subject: This is the forest that has a secret cave.
(that is the subject of has)
Object: The map, which you saw, guides the way.
(which is the object of saw)
Object of a preposition: The map leads to the cave of which the bushman spoke.
(which is the object of the preposition of)
In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjectival clause, but you should usually include the relative pronoun in formal academic writing.
Examples:
Formal: The books that people read were mainly religious.
Informal: The books people read were mainly religious.
Formal: The map which you saw guides the way.
Informal: The map you saw guides the way.
But never omit the relative pronoun if it is in the clause.
Examples:
Correct: This is the forest that has a secret cave.
Incorrect: This is the forest has a secret cave.
Commas are put around adjectival clauses only if they merely add additional information to a sentence.
Example:
The map, which you saw, shows the way.
This adjective clause can be left out without affecting the grammatical structure of the sentence. It is merely adding information to the sentence by telling us which map?
The map shows the way.
An adverbial clause is a subordinate clause which takes the place of an adverb in a sentence. Just like adverbs and adverbial phrases, adverbial clauses answer the questions where, when, how, to what extent, with what goal/result and under what conditions. In addition, an adverbial clause may tell why.
Note how an adverb clause can replace an adverb and an adverbial phrase in the following example:
Adverb: The Prime Minister gave a speech here.
Adverbial phrase: The Prime Minister gave a speech in the afternoon.
Adverbial clause: The Prime Minister gave a speech where the workers were striking.
Usually, an adverbial clause is introduced by a subordinating conjunction like because, when, whenever, where, wherever, since, after and so that.
Note that a subordinate adverb clause can never stand alone as a complete sentence.
Example:
after they left dining hall
The above adverbial clause will leave the reader asking what happened after they left the dining hall?
Adverbial clauses express relationships of cause, effect, place, time and condition.
Cause
Adverb clauses of cause answer the question why?
Example:
Njoroge wanted to kill his uncle because he had murdered his father.
Effect
Adverbial clauses of effect answer the question with what goal/result?
Example:
Njoroge wanted to kill his uncle so that his father’s murder would be avenged.
Time
Adverbial clauses of time answer the question when?
Example:
After Njoroge’s uncle married his mother, he wanted to kill him
Condition
Adverbial clauses of condition answer the question under what conditions?
Example:
If the uncle cooperates, Njoroge may decide to pardon him.
Place
Adverbial clauses of place answer the question where?
Example:
Njoroge organised a demonstration where his father’s murder occurred.
Note that an adverbial clause can appear either before or after the main clause of the sentence.
A noun clause is a clause which takes the place of a noun or a noun phrase. It can be used in any way that a noun is used. That is, it can act as the subject, object, object of a preposition, or predicate noun in a sentence. Just like a noun, a noun clause answers the questions who, when, or what?
Examples:
As subjects
Noun: Kamau is unknown
Noun phrase: Their destination is unknown
Noun clause: Where they are going is unknown.
The noun clause where they are going is the subject of the verb is.
As objects
Noun: I know French.
Noun phrase: I know the three ladies.
Noun clause: I know that Latin is no longer spoken as a native language.
In the first sentence, the noun French acts as the direct object of the verb know. In the third sentence, the entire clause that Latin is no longer spoken as a native language is the direct object of the verb know.
As objects of the preposition
Noun: He talked about him.
Noun phrase: He talked about the funny items.
Noun phrase: He talked about what you bought at the supermarket.
In the first sentence the pronoun him is the object of the preposition about. In the third sentence, what you bought at the supermarket is the object of the preposition about and answers the question about what?
As predicate nouns
Her first day in school was what shaped her life.
The adverbial clause what shaped her life gives more information about the subject of the sentence Her first day in school.
Words often used to introduce noun clauses
that when whose
what whatever whoever
how who whoever
where whom
Note
You cannot tell the kind of a clause from the word that introduces it. You can tell the kind of clause only by the way it is used in a sentence. If the clause is used as a noun, it is a noun clause. If the clause is used as a modifier, it is an adjectival clause or an adverbial clause.
Examples:
Whoever built the house was not an expert. (noun clause as a subject)
No one knew where he came from. (noun clauses a direct object)
He left the construction site whenever he wished. (as an adverbial clause)
This is the layout which he left behind. (as an adjectival clause).
Exercise 4
Identify the following sentences as simple, compound or complex. If it is a complex sentence, indicate whether it has an adjective, an adverb or a noun subordinate clause.
We have seen how sentences are categorised into simple, compound and complex depending on their internal structures. Now, we shall see how they can be categorised in terms of purpose.
There are five kinds of sentences classified according to their end marks and the different jobs they do:
A declarative sentence simply states a fact or argument without requiring either an answer or action from the reader or listener. It is punctuated with a simple period. (fullstop)
Examples:
Nairobi is the capital of Kenya
He asked which path leads back to the park.
Deserts are dry.
The declarative sentence is the most important type of sentences. You can write an entire essay or report using only declarative sentences, and you should always use them for more often than any other type. Some declarative sentences contain indirect questions but this does not make them into interrogative sentences.
Examples:
He asked which path leads back to the park.
An interrogative sentence asks a direct question and always ends in a question mark.
Examples:
How many roads lead into Mombasa city?
Does money grow on trees?
Do you like deserts?
Note that an indirect question does not make a sentence interrogative.
Examples:
Direct/interrogative
When was professor Saitoti the Vice President of Kenya?
Indirect/Declarative
I wonder when Professor Saitoti was the Vice President of Kenya.
A direct question requires an answer from the reader or listener, while an indirect question does not. A special type of direct questions is the rhetorical question. A rhetorical question is one that you do not expect the reader or listener to answer.
Example:
Why did the Mau Mau war take place? Some people argue that it was simply a way of Kenyan Africans saying “enough is enough”.
Rhetorical questions can be very effective way to introduce new topics or problems in one’s writing or speech. But if you use them too often, you sound patronising or even monotonous or mediocre!
An exclamatory sentence expresses strong feeling, emphasis or emotion. It is actually a more forceful version of a declarative sentence that is marked at the end with an exclamation mark.
Examples:
It was so cold!
How beautiful this picture is!
You look so lovely tonight!
Exclamatory sentences are vey common in speech and sometimes in writing (but rarely).
Note that an exclamation mark can appear at the end of an imperative sentence, but this does not make it into an exclamatory sentence.
An imperative sentence gives a direct command to someone. This sentence can end either with a period or with an exclamation mark, depending on how forceful the command is.
Examples:
Sit!
Read this book tomorrow.
Always carry water.
Wash the windows!
Note
You should not usually use an exclamation mark with the word “please”.
Example:
Close that door, please!
Please close that door.
In an imperative sentence, you is always the subject. It is usually not stated in the sentence. We say that you is the “understood” or “implied” subject.
Examples:
(You) Please bring my camera.
(You) Take your medicine before going to bed.
A conditional sentence expresses what one would to if a condition were or were not met.
The condition in the conditional if-clause will determine the fulfilment of the action in the main clause.
Examples:
If I had a million dollars, I would buy a Hummer.
John would be very successful if he had more brains.
In sentence 1, the condition of having a million dollars will determine whether the speaker will buy a hummer or not. In sentence, the condition of John not having more brains determines that he is not very successful.
Exercise 5
Label each of the following sentences declarative, imperative, exclamatory, interrogative or conditional
DIRECT AND INDIRECT SPEECH
DIRECT SPEECH
Direct speech is used to give a speaker’s exact words. It is also referred to as direct quotation.
Direct speech is always enclosed within quotation marks.
Examples:
Hemedi announced, “My aunt works in a biscuit factory ”
“Creating jobs will be my first priority” the governor said.
A comma always separates the quoted words from the speaker’s name, whether the name comes before or after the quotation
Examples:
Jim asked “Who are you voting fir?”
“I don’t know yet” answered Carol.
A direct quotation always begins with a capital letter
Example:
Senator Karabba said, “You must believe in the new constitution”.
When a direct quotation is divided by speech tags, the second part of the quotation must begin with a small letter.
Example:
“Register to vote,” said the senator, ‘before the end of the day”.
If the second part of the quotation is a complete sentence, the forst kword of this sentence is capitalized.
Example:
“I did register,” said Carol. “It took only a few minutes”
Commas and full stops are placed inside quotation marks
Example:
“Last night,” said Joyce,” I listened to a debate”
Quotation marks and exclamation marks are placed inside a quotation mark if they belong to the quotation. If they do not, they are placed outside the quotation.
Examples:
Joyce asked, “Whom are you voting for?
Did Carol say, “I don’t know yet’?
I can’t believe that she said, “I don’t know yet’!
Speech tags may appear before, in the middle or at the direct speech.
Examples:
He said, “You know quite well that you have to vote”
“You know quite well, he said, “that you have to vote”.
“You know quite well that you have to vote,” he said.
Exercise 6
Rewrite the following sentences correctly in direct speech. Ensure you puntuiate them accordingly.
Petro said it would help bus0drivers a lot
INDIRECT SPEECH
Indirect speech is used to refer to a person’s words without quoting him or her exactly. It is also referred to as indirect quotation or reported speech. The original spoken words are not repeated.
The exact meaning is given without repeating the speaker’s words.
Example:
Direct speech: The governor said, “Creating new jobs will be my first priority”
Indirect speech: The governor said that creating new jobs would be his first priority.
Several changes do occur when changing a sentence from direct to indirect speech
Quotation marks are left out when writing a sentence in direct speech.
Example:
Direct: Hemedi announced, “My aunt works in a biscuit factory”
Indirect: Hemedi announced that his aunt worked in a biscuit factory.
Examples:
Direct: John said, “She goes to school early”
Indirect: John said that she went to school early.
Direct: John said, “She went to school early”
Indirect: John said that she had gone to school early.
Direct: “The baby is eating a banana,” the nurse said.
Indirect: The nurse said that the baby was eating a banana.
Direct: “South Sudan has become a republic,” the new president declared.
Indirect: The new president declared that South Sudan had become a republic
Direct: “ I was dreaming when the fire started,” the boy said.
Indirect: The boy said the he had been dreaming when the fire started.
Direct: “I will visit you tomorrow,” my desk mate said.
Indirect: My desk mate said the he would visit me the following day.
Direct: : I may also visit you too,” I replied.
Indirect: I replied that I might also visit him too.
Sometimes the verb in indirect speech does not change tense. This occurs in sentences that are universal truths
Direct: Our Geography teacher said “The earth rotates round the sun”
Indirect: Our Geography teacher said that the earth rotates round the sun
Words referring to place also change
Examples:
Direct: “I live here,” retorted the old man.
Indirect: The old man retorted that he lived there
Direct: “This place stinks,” noted the boy.
Indirect: The boy noted that that place stunk.
Words referring to time also change
Examples:
Direct: “I will visit you tomorrow,” he shouted.
Indirect: He shouted that he would visit me the following/next day
Direct : “ He died last year,” the policeman reported.
Indirect: The policeman reported that he had dies the previous year/ the year before.
Demonstrative pronouns also change:
Examples:
Direct: “This book is mine,” Jane claimed.
Indirect: Jane claimed that that book was hers.
Direct: “These are hard times,” observed the president.
Indirect: The president observed that those were hard times.
Pronouns also change when rewriting a sentence from direct to indirect speech.
Examples:
Direct: “My car is better than yours,” the teacher bragged.
Indirect: The teacher bragged that his/her car was better that his/hers/theirs.
Exercise 7
Change the following sentences from Direct to Indirect speech.
QUESTION TAGS
A question tag or a tag question is a phrase that is added at the end of a statement to turn into a question. When a speaker uses a question tag at the end of a statement, he/she is seeking for approval, confirmation or correction.
Examples:
APPROVAL: I look smart today, don’t I? Yes you do.
CORFIRMATION: These are the new students, aren’t they? Yes they are.
CORRECTION: I paid your money yesterday, didn’t I ? No you didn’t
Many learners face a problem of supplying the correct question tags to sentences. This is because they fail to observe the following rules of question tags:
Examples:
Rufftone has released a new album, hasn’t he?
He is pushing for a decision by tomorrow, isn’t he?
Examples:
Neson Mandela was in prison for 27 years, wasn’t he?
The people of South Africa have lost a great hero, haven’t they?
Examples:
Mark Francis wakes up very early, doesn’t he?
Peter Bryan bought an I-pad phone, didn’t he ?
Examples:
Fatou Bensouda is prosecutor in ICC, isn’t she?
She does her work meticulously, doesn’t she?
Examples:
David Rudisha has broken another record, hasn’t he?
Cathrerine Ndereba hasn’t been very active, has she?
Douglas Wakiihuri does not run any more, does he?
Ezekiel Kemboi entertains the audience after winning, doesn’t he?
You will note form the above examples that the auxiliary verb is usually contrated (joined) with the negative indicator not when using question tags.
However, this does not apply when using primary auxiliary verb am and the modal auxiliary verbs will and shall. Am does not allow contraction with not, will and shall usually change their forms to allow contraction.
Examples:
WRONG : am the next speaker, amn’t I?
CORRECT: I am the nest speaker, am I not?
WRONG: They will be late for church, willn’t they?
CORRECT: They will be late for church, won’t they?
WRONG: We shall attend the Memorial service, willn’t we?
CORRECT: we shall attend the memorial service, shan’t we?
Examples:
President Uhuru Kenyatta has won the case, hasn’t he?
Subject verb verb verb subject
He can now relax and attend to his duties, can’t he?
Subject verb verb subject
Examples:
Please help me with your pen, will you?
Let us go for a swim, shall we?
Bring me that chair, will you?
Stop that noise, will you?
Kneel down right away, will you?
Those are the rules that govern question tags and if followed well, the learners will not heve any problems with question tags.
Exercise 8
Supply the appropriate question tags in the following sentences.
ANSWERS TO CHAPTER FOUR
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Answers to Exercise 5
CHAPTER FIVE
CAPITALIZATION AND PUNCTUATION
Capitalization is the writing of a word with its first letter as an upper case and the remaining letters in lower case. The following are the cases when capitalization is used:
(A) Abbreviations
Abbreviations begin with a capital letter.
Examples:
Prof. George Saitoti Mr. Stephen Kiama
Dr. Ephantus Maree Mrs. Teresa Ndegwa
Lt. James Conary Ms. Jacinta Atieno
Note that all the above abbreviations end with a period. Miss is not an abbreviation, so it doesn’t end with a period.
(ii) Words used as addresses
Examples:
St. (street) Blvd. (Boulevard)
Ave. (Avenue Rte. (Route)
Rd. (Road) Apt. (Apartment)
(iii) Words used in businesses
Examples:
Co. (Company) Inc. (Incorporation)
Corp. (Corporation) Ltd. (Limited)
(iv) Some abbreviations are written in all capital letters, with a letter standing for each important word.
Examples:
P.O. (Post Office) USA (United States of America)
P.D. (Police Department) E.A. (East Africa)
(v) Initials of names of persons
Examples:
E.W. Gichimu D.M. Weyama
W.W. Muriithi Everlyne A. Kira
Examples:
The Minister’s Daughter (book) Tahidi High (TV show)
The Daily Nation( newspaper) Harry Potter (movie)
Drum Magazine (magazine) The Day of the Jackal (book)
Capitalize the first and last words only. Do not capitalize little words such as a, an, the, but, as, if, and, or, nor etc.
(C)Titles of shorts stories, songs, articles, book chapters and most poems.
Examples:
Half a Day (short story)
Kigeugeu (song)
Three Days on Mt. Kenya (short story)
The Noun Clauses (chapter in a book)
Grass Will Grow (a poem)
(E) Religious names and terms
Examples:
God Allah Jesus the Bible the Koran
Do not capitalize the words god and goddess when they refer to mythological deities.
(F) Major words in geographical names
Examples:
Continents – Africa, Asia, Europe, Australia
Water bodies – the Indian Ocean, the Atlantic Ocean, the Nile River, River Tana, Lake Victoria.
Landforms – the Rocky Mountains, the Aberdares Mountains, the Rift Valley, the Sahara Desert.
Political Units – the Kirinyaga County, the Central Province, Inoi Sub-location.
Public Areas – Nairobi National Park, Wajee Nature Park.
Roads and Highways – Jogoo Road, Kenyatta Avenue, Uganda Road.
(G) Names of organisations and institutions
Examples:
Kianjege West Secondary School, United Nations, University of Nairobi, Nairobi Women’s Hospital
Note that here you capitalize only the important words. Do not capitalize such words such as a, in, and of. Do not capitalize such words as school, college, church and hospital when they are not used as parts of names.
Example:
There will be a beauty contest at school.
(H) Months, days and holidays
Examples:
June Labour Day
Tuesday December
Kenyatta Day Mashujaa Day
Do not capitalize names of seasons: autumn, summer, winter, spring
Examples:
Chinese Kikuyu Christianity Caucasian
Bantu Nigerian Muslim Oriental
(J) The first word of every sentence
Example:
What an exciting day it was!
(K) The pronoun I
Example:
What should I do next?
(L) Proper Nouns
Examples:
Lang’ata Cemetery Ann Pauline Nyaguthii
Kangaita Women’s Group Muhigia Teachers Sacco
(M) Proper Adjectives
Examples:
We ate at an Italian restaurant
She is a German
(N) The first word in greetings and the closing of a letter.
Examples:
Dear Mark, Yours sincerely,
Dear Bryan, Yours faithfully,
My dear Mum, Very truly yours,
(O) Quotations
Examples:
Jamlick exclaimed, “This book would make a great movie!”
“Where,” asked the stranger, “is the post office?”
“It’s late,” Billy said. “Let’s go home!”
(P) First word of each main topic and subtopic in an outline
Examples:
(i) Proper nouns
Exercise 1
Correct all errors of capitalization in the following sentences.
Punctuation is the system of symbols that we use to separate sentences and parts of sentences, and to make their meaning clear. Each symbol is called a punctuation mark. For example (. , ! – : etc)
Punctuation marks can be grouped into:
There are three kinds of end marks: the full stop (.), the question mark (?), and the exclamation mark (!). End marks show where sentences end.
A full stop is used to end a complete sentence. We use a full stop to end:
Example:
The highest skyscraper in Nairobi is Times Tower.
Example:
Please climb the stairs carefully.
Note: An imperative sentence is followed by an exclamation mark when it expresses a strong emotion.
Example:
Be careful!
Example:
The naughty boy wanted to know why there was no mid-term break.
Other uses of the full stop
Full stops are also used:
Examples:
L.L. Coo J. Mr. Sammy Njagi 11:00 A.M.
Sept. Wed. 2hr. 12min
Note that some abbreviations do not require full stops:
Examples:
M (metres) FM (frequency modulation) Km kilometres)
Examples:
Outline List
1.Parts of speech 1. Water – borne diseases
1.Types of nouns 3. Sexually – transmitted diseases
Examples:
$ 25.65 165.42 25.3%
The question mark is used at the end of an interrogative sentence (a sentence that asks a question).
Examples:
When was the Times Tower built?
Who built it?
(c)The Exclamation mark (!)
The exclamation mark is used at the end of the exclamatory sentence and after an interjection. (An exclamatory sentence expresses strong feeling, emotion or emphasis. An interjection is a word or group of words that expresses strong feelings).
Examples:
Exclamatory sentence: Oh, what a tall building it is!
Interjections: Superb! Fantastic! Impressive!
An exclamation mark can also be used at the end of an imperative sentence that expresses strong feeling.
Example:
Sit! And stay in that chair if you know what’s good for you!
There are a number of uses of the comma in English. A comma generally tells the reader where to pause. They are used:
The three or four items in a series can be nouns, verbs, adjectives, adverbs, phrases, independent clauses, or other parts of sentences.
Examples:
Nouns: John, Jim, Jack walk to school everyday.
Verbs: He located, patched, and sealed the leak in the tyre.
Adverbs: She walked quickly, steadily, and calmly.
Prepositional phrases: He walked through the park, over the bridge, and onto the streets.
Independent clauses: The match was over, the crowd cheered, and Barcelona received the first- place trophy.
Adjectives: The fresh, ripe fruit was placed in a bowl.
Note in the above examples that a comma must be used just before the conjunction.
Some students were taking their lunch, but others were studying.
Marto photographed the accident scene, and he sold the pictures to the newspaper.
Example:
Would she be a lawyer, or would she be a doctor?
Note: A comma is not required in very short compound sentence in which the parts are joined by and. However, always use a comma before the conjunctions but and or.
Examples:
Marto photographed the accident scene and Toni reported it.
Marto photographed the accident scene, but Toni reported it.
Note also: A comma is not required before the conjunction that joins the parts of a compound verb unless there are more than two parts.
Examples:
Mary entered and won the beauty contest.
That camera focuses, flashes, and rewinds automatically.
Special elements add specific information to a sentence, but they are not essential. A comma is used to separate a special element from the rest of the sentence.
Examples:
Word: Cautiously, he entered the building
Phrase: After his failure, he disappeared from the public scene.
Clause: Because he had practised daily, he presented his new song perfectly.
Note: If the pause after a short introductory element is very brief, you may omit the comma.
Examples:
At first he was unsure of his singing ability.
Finally it was his turn.
Commas are also used after introductory words such as yes, no, oh and well when they begin a sentence.
Examples:
Well, it’s just too cold out there.
No, it isn’t seven yet.
Oh, you have spilled the milk.
Interrupters are words that break, or interrupt the flow of thought in a sentence. The commas are used before and after the interrupter to indicate pauses.
Examples:
I didn’t expect, however, to lose the job.
So many people, assumed, sing as well as he does.
He was chosen, nevertheless, as the new band leader.
Examples:
Yes, Kamau, you can borrow my book.
Serah, do you know where I kept my phone?
How is your leg, grandpa?
Examples:
Jackson said, “After my injury I had to learn to walk again.”
“The therapists urged me to keep trying,” he continued.
If the speech tag interrupts the spoken words commas are used after the last word of the first part of the spoken words and after the last word in the speech tag.
Example:
“After a while,” he added, “I was walking without a cane”.
Note: When a sentence is indirect or reported, no commas are used.
Example:
He added that after a while he was walking without a cane.
Place a comma after the day of the month.
Examples:
July 3, 1965 December 12, 2010
Place a comma between the name of the town or city and the name of the state, district, or country.
Examples:
Kibingoti, Kirinyaga County Mombasa, Kenya
Examples:
Dear Rose, Yours sincerely,
The semicolon is used:
Example:
Mountain climbing is exciting; it can also be dangerous.
Note that the semicolon replaces the comma and the coordinating conjunction.
Conjunctions that are commonly replaced by semicolons are and, but, or, for, and nor.
Example:
The competition takes place in July; however, I prefer August.
Example:
Last year I flew to Johannesburg, South Africa; Cairo, Egypt; and Kingston, Jamaica.
The colon is used:
Example:
My school bag contains the following items: exercise books, text books, pencils, pens, a geometrical set, and a packet of crayons.
Example:
Dear Mr. Mututho:
Examples:
9:00 A.M. 6:00 P.M. Exodus 2:1-3
The hyphen is used:
Note that only words with two or more syllables may be divided at the end of a line and words should be divided only between syllables.
Example:
When walking along the streets of Naivasha Town, he met his friend, Waina–
ina.
Never divide a word of one syllable and do not divide words to leave a single letter at the end or beginning of a line.
Incorrect: a–ttraction
Correct: attra–ction.
Examples:
Samuel Wanjiru was a world–famous athlete.
She is my sister–in–law.
Examples:
seventy–three relatives one–quarter full
The apostrophe is used:
Add an apostrophe and an s.
Examples:
the baby’s cot James’s car Joseph’s radio
Add an apostrophe and an s.
Examples:
children’s men’s women’s
Examples:
tricksters’ tenants’
Use an apostrophe and an s.
Examples:
everybody’s somebody’s nobody’s
Note: Never use an apostrophe with a possessive pronoun like our, yours, hers, theirs.
Show possession in the last word only
Example:
the United Nations’ brochure
Show possession in the last word only.
Example:
My mother-in-law’s photograph album
Show possession in the last word only.
Example:
Peter and Patrick’s Limousine
In contractions, apostrophes replace omitted letters.
Examples:
she’s = she is aren’t = are not I’m = I am
it’s = It is isn’t = is not we’ll = we will
can’t = cannot won’t = will not they’ve = they have
Examples:
The tribal clashes of ’08 (the tribal clashes of 2008)
The’82 coup attempt (the 1982 coup attempt)
The quotation marks are used:
Example:
Direct speech: The presidential candidate promised, “Creating new jobs for the youths will be my first priority.”
Indirect speech: The presidential candidate promised that creating new jobs would be his first priority.
Note:
Example:
The minister said, “You must conserve our environment.”
Example:
“Bring me the money,” said the moneylender, “before the end of the day.”
If the second part of the quotation is a complete sentence, the first word of this sentence is capitalized.
Example:
“I am scared,” said the borrower. “That moneylender is a brute.”
(iii) Place commas and fullstops inside quotation marks
Place semicolons and colons outside quotation marks.
Examples:
“Last month,” the borrower explained, “I borrowed some money from the moneylender.”
Carol said to the borrower, “And you refused to repay back on time”; however, the borrower did not agree.
These candidates were suggested in the article “Our Country’s Future”: Raila Odinga, Uhuru Kenyatta, William Ruto, and Martha Karua.
Examples:
Carol asked, “How much money did you borrow?”
Did the borrower say, “I can’t remember”?
“You are a fool!” exclaimed Carol.
(v) Use single quotation marks to enclose a title or quotation within a quotation.
Example:
“Carol heard the borrower say, ‘I can’t remember’ before she lost her temper.”
If the tile or quotation within the quotation ends the sentence, use both the single and the double quotation marks after the last word of a sentence.
Example:
“Carol heard the borrower say, ‘I can’t remember.’”
Exercise 1
Punctuate each of the following sentences appropriately.
ANSWERS TO CHAPTER FIVE
Exercise 1
Exercise 2
2023 FEASSSA Games Medal Winners Per Country- East Africa School Games
FEDERATION OF EAST AFRICAN SCHOOLS SPORTS ASSOCIATIONS
20th EDITION HUYE, RWANDA
SUMMARY OF 2023 MEDAL WINNERS OF SECONDARY SCHOOL TEAMS
S/NO. | GAME | GOLD | SILVER | BRONZE | MVP |
|
SOCCER BOYS | UGANDA | UGANDA | UGANDA | DRAMUKE BENISH (ST HENRY’S KITOVU (UG) |
|
SOCCER GIRLS | UGANDA | KENYA | UGANDA | NIYIMWUNGERE PEACE OLGA (ST NOAH GIRLS (UG) |
|
VOLLEYBALL BOYS | KENYA | UGANDA | UGANDA | OWINJO SILVER (NAMUGONGO VOC (UG) |
|
VOLLEYBALL GIRLS | KENYA | KENYA | RWANDA | MAKYNE TERRY (KWANTHANZE (Ke) |
|
HANDBALL BOYS | UGANDA | RWANDA | RWANDA | NYANZI SHA SHAKIB (KAKUNGULU SS (UG) |
|
HANDBALL GIRLS | UGANDA | UGANDA | RWANDA | AKANGOMBE PEACE (GOMBE SS (UG) |
|
HOCKEY BOYS | UGANDA | KENYA | KENYA | ISSACK WANJAWA (MUSINGU Ke) |
|
HOCKEY GIRLS | KENYA | KENYA | KENYA | VIVIAN ONUNGA (NYAMIRA GIRLS Ke) |
|
NETBALL | UGANDA | UGANDA | UGANDA | ASACHA MARIAM (BUDD0 SS UG) |
|
RUGBY 15s | UGANDA | KENYA | KENYA | MATHEW MUSASIZI (SMACK) |
|
RUGBY 7s | KENYA | KENYA | UGANDA | SIKETA JACKSON (KOYONZO (KE) |
|
BASKETBALL BOYS (5×5) | UGANDA | RWANDA | RWANDA | OBRACK JAMES (BUDDO( UG) |
|
BASKETBALL GIRLS (5×5) | UGANDA | RWANDA | RWANDA | MARY MOSES AMANIYO (KITENDE UG) |
|
BASKETBALL BOYS (3×3) | UGANDA | RWANDA | KENYA | DAVID BARAKA KAMUSINGA (KE) |
|
BASKETBALL GIRLS (3×3) | UGANDA | UGANDA | KENYA | TUMUKUNDE OLIVIETTE (ECOLE ST BERNADETTE KAMONYI(RW) |
|
BADMINTON BOYS | UGANDA | UGANDA | UGANDA | KIBIRIGE TENDO ARAFAT (KIBULI S (UG) |
|
BADMINTON GIRLS | UGANDA | UGANDA | KENYA | NALUTAAYA SWABRAH (MBOGO H SCHOOL (UG) |
|
TABLE TENNIS BOYS | UGANGA | UGANDA | KENYA | MBABAZI SAM ANKUNDA (KIBULI SS (UG) |
|
TABLE TENNIS GIRLS | UGANDA | UGANDA | UGANDA | NANDUTU JALIA (MBOGO H SCHOOL (UG) |
|
LAWN TENNIS BOYS | KENYA | TANZANIA | UGANDA | Conrad Odimo – KEN |
|
LAWN TENNIS GIRLS | KENYA | TANZANIA | UGANDA | Cynthia Cheruto – KEN |
|
SWIMMING BOYS | UGANDA | KENYA | RWANDA | KAUMI, PENDO (UGANDA TEAM) |
|
SWIMMING GIRLS | UGANDA | KENYA | RWANDA | KATEMBA KARIMAH (UGANDA TEAM) |
|
ATHLETICS BOYS | KENYA | UGANDA | TANZANIA | – ALONZO KITAITA (KENYA)
– OBETE JONATHAN (UGANDA) |
|
ATHLETICS GIRLS | KENYA | UGANDA | RWANDA | – UMUTESIWASE MAGNIFIQUE (RWANDA)
– ACOLA CAVIN (UGANDA)
|
FEDERATION OF EAST AFRICA SCHOOLS SPORTS ASSOCIATIONS
20th EDITION HUYE, RWANDA 17TH – 27TH AUGUST 2023
OVERALL MEDAL STANDING – SECONDARY SCHOOLS
RANK | COUNTRY | GOLD | SILVER | BRONZE | TOTAL |
1. | UGANDA | 17 | 11 | 9 | 37 |
2. | KENYA | 8 | 8 | 7 | 23 |
3. | RWANDA | 0 | 4 | 8 | 12 |
4. | TANZANIA | 0 | 2 | 1 | 03 |
SECTERARY GENERAL – FEASSSA
FEDERATION OF EAST AFRICAN SECONDARY SCHOOLS SPORTS ASSOCIATIONS
20th EDITION HUYE, RWANDA
S/NO. | GAME | GOLD | SILVER | BRONZE | MVP |
|
SOCCER BOYS | RWANDA | UGANDA | TANZANIA | – ANDREA JOSEPH (ALLIANCE AC (TZ) |
|
SOCCER GIRLS | RWANDA | TANZANIA | UGANDA | – LWANTARE AFUA (BOMBO UMEA (UG) |
|
VOLLEYBALL BOYS | UGANDA | KENYA | TANZANIA | – PARMU LIVINGSTONI (SAMARITHAN UG) |
|
VOLLEYBALL GIRLS | TANZANIA | KENYA | RWANDA | – UWIMANA JOY (KARAGALI RWA) |
|
NETBALL | UGANDA | TANZANIA | KENYA | – CYNDY AWUOR (KENYA) |
SUMMARY OF 2023 MEDAL WINNERS OF PRIMARY SCHOOL TEAMS
OVERALL MEDAL STANDING – PRIMARY SCHOOLS
RANK | COUNTRY | GOLD | SILVER | BRONZE | TOTAL |
1. | UGANDA | 2 | 1 | 1 | 4 |
2. | RWANDA | 2 | 0 | 1 | 3 |
3. | TANZANIA | 1 | 2 | 2 | 5 |
4. | KENYA | 0 | 2 | 1 | 3 |
SECTERARY GENERAL – FEASSSA
FEDERATION OF EAST AFRICAN SECONDARY SCHOOLS SPORTS ASSOCIATIONS
20th EDITION HUYE, RWANDA
S/NO. | GAME | GOLD | SILVER | BRONZE | MVP |
|
GOAL BALL SNR BOYS | TANZANIA | KENYA | UGANDA | |
|
GOAL BALL SNR GIRLS | TANZANIA | KENYA | UGANDA | |
|
GOAL BALL JNR BOYS | TANZANIA | KENYA | UGANDA | AGAPE MWENDA (KAKONKO (TZ) |
|
GOAL BALL JNR GIRLS | TANZANIA | UGANDA | KENYA | EMIMA E.MAFIE (MAZINYUNGU (TZ) |
SUMMARY OF 2023 MEDAL WINNERS OF SPECIAL NEEDS TEAMS
OVERALL MEDAL STANDING – SPECIAL NEEDS TEAMS
RANK | COUNTRY | GOLD | SILVER | BRONZE | TOTAL |
1. | TANZANIA | 4 | 0 | 0 | 4 |
2. | KENYA | 0 | 3 | 1 | 4 |
3. | UGANDA | 0 | 1 | 3 | 4 |
SECTERARY GENERAL – FEASSSA
FEDERATION OF EAST AFRICAN SECONDARY SCHOOLS SPORTS ASSOCIATIONS
20th EDITION HUYE, RWANDA
OVERALL MEDAL STANDING
RANK | COUNTRY | GOLD | SILVER | BRONZE | TOTAL |
1. | UGANDA | 18 | 12 | 10 | 40 |
2. | KENYA | 8 | 9 | 8 | 25 |
1. | RWANDA | 2 | 4 | 9 | 15 |
2. | TANZANIA | 1 | 4 | 3 | 8 |
SECTERARY GENERAL – FEASSSA
Kenya Medical Training College (KMTC) Kakamega Campus is situated in Kakamega town, next to the Kakamega County Referral Hospital. The history of the Campus dates back to 1952 when it started training Enrolled Nurses.
27 years later, in 1979, the training of Environmental Health Sciences was also inaugurated. The faculty of Medical Laboratory Technology, now Medical Laboratory Sciences, was introduced in 1981.
All the three programmes offered certificate courses until 1994 when Medical Laboratory Sciences started a diploma course, followed by nursing in 2000. Environmental Health Sciences introduced in-service diploma course in September 2001. In September 2005, Nursing started upgrading of Enrolled Nurses to diploma level, in addition to the three progammes.
Programmes and Courses currently offered: –
Facilities
The Campus is located next to Kakamega County Referral Hospital, which is among the approved hospitals for practical lessons of students pursuing medical courses and for their internship.
We have highly skilled and experienced lecturers who are always ready to help students meet their objectives both in Campus and in their careers. Our library and computer lab are well-stocked with books, computers and internet to help our students conduct research. We have installed wi-fi hotspots in different corners of our campus that run for 24 hours. In addition, we offer free computer lessons to all new students.
Residing in KMTC Kakamega Campus is about more than just having a place to stay: it’s about finding a place to live. Those who choose to be residents enjoy our modern accommodation facilities, available to a limited number of students. Our hostels offer a unique on-campus experience featuring apartment-style housing located close to the Campus academic buildings and the main clinical site.
Population of students
Currently the Campus has a student population of 750.
Clinical Experience Sites
Kakamega County Referral Hospital provides the main clinical experience site for our students.
Clubs, Societies and Sports
The Campus participates in different sporting activities such as football, athletics, netball and basketball. We compete in the zonal, regional and national sports.
The available clubs include: Catholic Action, Christian Union and Muslim Group among others.
Campus Contact information: –
The Principal
KMTC Kakamega Campus
P.O Box 535-50100
Kakamega
Tel: 0712133469/0722782720/0721555003
Email: kakamega@kmtc.ac.ke
1. Clinical Medicine and Surgery (Diploma and Higher
Diploma)
2. Medical Laboratory Sciences (Diploma and Higher
Diploma)
3. Orthopaedic and Trauma Medicine (Certificate
and Diploma)
4. Community Oral Health (Diploma)
5. Medical Imaging Sciences (Diploma and Higher
Diploma)
6. Medical Education (Higher Diploma)
7. Health Records and Information Technology
(Certificate and Diploma)
8. Pharmacy (Diploma and Higher Diploma)
9. Dental Technology (Diploma)
10. Nursing (Certificate, Diploma and Higher Diploma)
11. Public Health (Certificate, Diploma and Higher Diploma)
12. Nutrition and Dietetics (Certificate and Diploma)
13. Occupational Therapy (Diploma and Higher Diploma)
14. Health Promotion (Certificate, Diploma and Higher
Diploma)
15. Orthopaedic Technology (Diploma and Higher Diploma)
16. Optometry (Diploma and Higher Diploma)
17. Physiotherapy (Diploma and Higher Diploma)
18. Medical Engineering (Certificate, Diploma and Higher
Diploma)
19. Short Courses
Thank you for your interest in the Kenya Medical Training College. We are happy that you are looking closely at the exciting opportunities available here in KMTC.
KMTC seeks to enrol and graduate applicants who will develop and grow educationally and personally and will contribute to the College community, and the broader society.
To that end, the role of the Admissions and Records Office is to recruit, admit, and encourage enrolment of applicants who are spiritually mature, academically excellent, accomplished in extra-curricular endeavours, and broadly diverse through individualized review and professional judgment.
All applications are ONLINE from the application portal on this website www.kmtc.ac.ke.
The prospective candidates apply for admission into courses for each academic year for Regular or Parallel Category.
The Regular category have subsidized fee with optional accommodation but no choice for campus while the parallel category have non subsidized fee, no accommodation option but have option for campuses choice in more than sixty five (65) campuses situated in different parts of the country depending on the courses.