TPAD Appraisal By TSC – Ultimate Simplified Guide

Tpad (Teacher Performance Appraisal and Development)

In this regard the Commission has introduced an open Performance Appraisal System for teachers to strengthen supervision and to continuously monitor their performance in curriculum implementation at the institutional level.
The appraisal system shall be used to provide feedback, improve communication, and clarify roles and responsibilities.

 

The Code of Regulation for Teacher stipulates that, the Commission shall in administering the performance appraisal system-

  1. Require heads of institutions to provide oversight role in the performance appraisal for the teachers in their respective institutions;
  2. Use performance appraisal reports for purposes of promotion, deployment and other rewards as may be prescribed from time to time;
  3. Identify training needs and taking corrective measures in cases of unsatisfactory performance; and
  4. Develop and review criteria, guidelines and tools for performance appraisal from time to time, which shall be accessible in the Commission’s website or as the Commission may advise.

1.1. Purpose

To review and improve teaching standards through a systemic appraisal approach, with a view to evaluate teachers’ performance and promote professional development for enhanced learning out comes.

1.2.Objectives

  1. To provide quality education to learners in all public institutions.
  2. To give teachers opportunity to improve on their performance competencies.
  3. To analyze teachers’ performance gaps and provide support for professional development.
  4. To maintain cumulative records of teaching and learning performance for decision making.
  5. To provide for fair, effective and consistent teacher evaluation.

1.3.General Guidelines/ Instructions

  1. All teachers are advised to read and understand the Teachers Performance Appraisal and Development Manual before they undertake the appraisal process.
  2. The appraisal tool must be completed by all teachers, including school administrators, in triplicate. Each teacher shall retain a copy, a second copy will be filed in school and the third copy shall be submitted to the TSC county office.
  3. The termly evaluations will cumulatively constitute the Annual Appraisal Report.
  4. The Performance Competency Areas shall form the basis of the appraisal and development plan.
  5. The appraisee and appraiser shall discuss, agree on the targets and evaluate performance.
  6. The content of the appraisal shall only be shared between the appraisee, appraiser and countersigning officer/arbitrator.
  7. Every head of institution shall submit an annual staff appraisal report to the TSC County Director through the Sub-County Director, by 10th January of the subsequent year.
  8. The appraisal reports for all teachers shall be tabled before the school Board of Management by the secretary for consideration.
  9. The TSC County Director will analyze the teachers’ appraisal reports and submit the summary to the TSC headquarters.

1.4.Appraisal Procedure

  1. A teacher in a primary educational institution shall be appraised by the deputy head of institution and the appraisal report confirmed by the head of institution.
  2. A deputy head of institution in a primary educational institution shall be appraised by the head of institution and the appraisal report confirmed by the Sub County Director.
  3. A head of institution in a primary educational institution shall be appraised by the Sub County Director and the appraisal report confirmed by the County Director.
  4. A teacher, tutor or lecturer in a post-primary institution shall be appraised by the head of department or in his absence, the deputy head of institution and the appraisal report confirmed by the head of institution.
  5. A head of department in a post-primary institution shall be appraised by the deputy head of institution and the appraisal report confirmed by the head of institution.
  6. A deputy head of institution in a post-primary institution shall be appraised by the head of institution and the appraisal report confirmed by the Sub County Director.
  7. A head of institution in a post primary institution shall be appraised by the Sub County Director and the appraisal report confirmed by the County Director.

1.5. Failure to Comply with Appraisal Requirements

In reference to the Code of Regulation for Teachers, the Commission may take disciplinary action against a teacher who-

  1. Fails to complete and submit an appraisal report to the supervisor; or
  2. Refuses or neglects to discuss or sign the appraisal report with the supervisor.
  3. Any teacher who consistently displays poor performance or adverse appraisal ratings may after due process have his services terminated.

Further, the Commission may take similar disciplinary action against-

  1. A supervisor/appraiser who fails to appraise the teacher as required.
  2. An appraiser/ head teacher who manipulates or falsifies appraisal records and reports.
  3. A head teacher who delays or fails to submit annual appraisal reports.

PART: 2.0. PERFORMANCE EVALUATION

The performance appraisal process shall include;

  1. Appraisal Targets Setting Meeting( must be held before the beginning of each term) During this meeting, the appraisee and appraiser are both required to:
  2. Share understanding of what appraisal entails and how it will work.
  3. Share understanding of the Performance Competency Areas.
  4. Agree on performance targets to be addressed and document them in part 2.2 of this document.
  5. Agree on appraisal activities’ calendar.

Continuous Observation and Assessment:

The heads of institutions are obligated to provide an oversight role in the performance appraisal for the teachers in their respective institutions. Further they are required to continuously monitor and evaluate the appraisal process and submit termly report to the County Director through the Sub-County Director.

Performance appraisal is a continuous interactive process between appraisee and appraiser, in which they are required to;

 

  1. Constantly consult and request for/offer support where necessary.
  2. Ensure the activities calendar is adhered to.
  3. Ensure that all the required professional records are maintained.
  4. Plan for termly lesson observations.
  5. Involve Curriculum Support Officers to provide professional guidance.

Appraisal Rating Meeting

Though the rating is done at the end of the term, the appraisee self-appraisal rating must be continuous within the term and so the appraiser’s rating. These individual rating scores leads to the negotiations for the agreed termly rating. This is the last appraisal activity of the term where-

  1. The appraisee and the appraiser discuss observations, assessment and complete the termly appraisal.
  2. The teacher’s performance for the term is evaluated against the Performance Competency Areas and appraisal rating for the term is agreed upon.
  3. Areas that require support and development during the following term are identified and a development plan is generated.
  4. A report on learners’ achievements is discussed with a view to further improvement.
  5. In the case of disagreement between appraisee and appraiser rating an arbitrator is involved to make a final decision.

2.1. EVALUATION CRITERIA AND RATING

This rating shall be used to establish the extent to which the teacher has met the targets set in each of the Performance Competency Areas and final annual performance

Rating Grade Rating Indicator Rating Scale Annual Rating Score
Very Good Fully met & exceeded the targets 5 81% – 100%
Good Fully met the targets 4 61%-80%
Average Met most of the targets 3 41%-60%
Below Average Met some of the targets 2 21%-40%
Inadequate Did not meet the targets 1 0% – 20%

D

Education Ministry issues stern warning to schools on purchase and usage of textbooks, revision materials

The Education Ministry has warned schools on the procurement and utilization of textbooks and other revision materials. In the latest directive, the Ministry warns schools to only purchase approved textbooks as listed in the Orange books. This comes after an outcry from parents who claim to have been forced to buy a vulgar book for their class six kids. The book titled Blood Ties, by storymoja life series, and authored by Zimkhitha Mlamzeli caused frenzy in Social media platforms for containing vulgar language.

But, now the Ministry has told schools to use only approved instructional materials.
“It has been noted with concern that some schools are procuring unapproved books that contain unsuitable contents,” warns the Ministry through a circular titled ‘Re: Use of approved books in schools’ and dated 19th September, 2019 by Elyas Abdi; the Ministry’s Director General.

“Please note that any Principal/Head teacher who fails to implement this policy will be in contravention of Section 27 of the KICD Act, 2013,” adds Abdi.

Section 27 (1) of the KICD Act, 2013 states;
‘Except as provided for under this Act, no person or institution shall develop or implement any curriculum or curriculum materials in respect to any education institution to which this Act applies, without approval and accreditation in accordance with the provisions of this Act or any other written law’.

Those found culpable, of contravention of this section, shall be liable on conviction for imprisonment for a period not exceeding three years or to a fine not exceeding one million shillings, or both.

Approved Books

The Kenya Institute of Curriculum Development (KICD) Vets all instructional materials intended for use in all Basic Educational Institutions implementing the national curriculum. After vetting, the Ministry publishes the vetted and approved books in two volumes (Orange book);
1). Approved list of text books and other instructional materials for secondary schools.
2). Approved list of school text books and other instructional material for Pre-Primary, Primary Schools and Teacher Training Colleges.

“The latest edition of the above is the 16th Edition, January 2017. An addendum to the Orange book for Competence Based Curriculum for Pre-Primary one, Pre-Primary two and Grade one to three was published in 2019 and is available on the KICD website”, adds Abdi.

On its part, the KICD said the book in question had not been approved as should be the norm. “This book is not approved by KICD. It is not listed in the Orange book that contains a list of all books that schools should use for teaching and learning,” said KICD in a tweet.

KICD has at the same time warned parents and teachers to be on high alert not to purchase unapproved educational materials. “Not all books in the market are approved. That is why teachers and parents are expected to rely on the Orange book to buy right books. We have previously responded to worrying content whose origin was books from foreign countries. This book is not approved,” warns the KICD.

In a rejoinder, the Publisher of ‘Blood Ties’ admits that the book that has been circulating for the wrong reasons is not approved by KICD.

The Publisher of ‘Blood Ties’ admits that the book that has been circulating for the wrong reasons is not approved by KICD.

The Education Ministry does direct supply of text books to schools. Statistics from the ministry reveal that in the past one year, the government has supplied 32 million books for learners in secondary schools covering six core subjects; Mathematics, English, Physics, Chemistry, Biology and Kiswahili.

Related Story;

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

Nguthuru Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day Senior School that is physically located at Kandara Subcounty in Murang’a County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  The School’s Official Phone Number Contact is: 0728917893

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Kandara Subcounty.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Nguthuru Secondary School

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

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

Accomodation Type: Day  School.

Knec Code:  10226215

School’s Official Phone Number:  0728917893

Total Number of Subjects Combinations Offered at the School: 13

Fees paid at Nguthuru Secondary School

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

Subject Combinations Offered at Nguthuru Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

3
LANGUAGES & LITERATURECode: SS1040
Computer Studies,Fasihi ya Kiswahili,Indigenous Language
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2076
Christian Religious Education,General Science,History & Citizenship
3 SubjectsSOCIAL SCIENCES

ARTS & SPORTS SCIENCE

4
ARTSCode: AS1049
Literature in English,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2027
General Science,Literature in English,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1002
Biology,Fine Arts,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1011
Fine Arts,Geography,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE

STEM

6
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1035
Advanced Mathematics,Electricity,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1005
Advanced Mathematics,Biology,Building & Construction
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3053
General Science,Media Technology,Wood Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3085
Business Studies,Chemistry,Metal Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3064
Advanced Mathematics,Geography,Wood Work
3 SubjectsSTEM

📍 How to get more Information about the School

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

How to Select Grade 10 Subjects and schools

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

1. How you can Choose a Career Pathway:

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

2. Select Subject Combinations:

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

3. Select Preferred Senior Schools:

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.

Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

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CONTACTS BETWEEN EAST AFRICA AND THE OUTSIDE WORLD UPTO THE 19th CENTURY HISTORY TOPICAL REVISION

CONTACTS BETWEEN EAST AFRICA AND THE OUTSIDE WORLD UPTO THE 19th CENTURY

  1. Mention two economic benefits of the Oman rule along the Kenyan coast during the  

19th century.                                                                                                                    (2 marks)                                      

  • The Oman established long distance trade in East Africa that added value to the East African resources like Rhino horns, ivory, leading to economic growth in E. Africa.
  • The Oman led to the development of plantation agriculture along the Kenyan Coast.
  • They introduced new crops in E. African Coast e.g. mangoes, rice, sugarcane.
  • They introduced money economy in Kenya.
  • New lines of transport were opened between the coast and the interior e.g. trade routes.
  • They linked E. African coast to international trade/it linked E. Africa to the global commercial network.

Any 2 x 1 = 2 marks

 

6.Give the main reason that led to the decline of the Gedi in the 15th Century. (1 mark)

  • shortage of water/drought (1 x 1= 1 mark)

 

ANS 5,6 DIST 1

 

  1. Why did Seyyid Said transfer his capital from Muscat to Zanzibar in 1840
  1. -Zanzibar was centrally placed
  2. -Adequate rainfall, fertile soil and fresh water
  • -deep harbours for ships
  1. Zanzibar remained loyal to Oman
  2. Zanzibar was an island therefore easily defensible

Any 2 x1mark each                  (2mks)

  1. (a) Describe the characteristics of the Coastal towns by 1500

(i) Kiswahili was the medium of communication in the coastal towns

(ii) Islam was the main religion practiced in towns

(iii) Sharia laws were used in administration

(iv) Houses were built using Arab architecture

(v) Trade was the main economic activity in the town

(vi) There were city states for the Muslims and also for Africans

(vii) City states were ruled by Imams or Sheikhs

(viii) City states were independent political entities

(ix) Town minted their own coins

(x) People wore woven and silk clothes.      Any 7×1 = 7mks

 

(b) Explain the impact of the Indian Ocean trade on the people of East Africa

  • Muslims traders spread Islam
  • Arabs and other immigrants intermarried with the coastal communities giving rise to the Swahili people
  • Emergence of Swahili culture
  • Influence mode of dressing and eating
  • Towns such as Mombasa and Lamu developed
  • Sharia laws were introduced
  • Introduction of new crops e.g. wheat, rice and cloves
  • A rich class of merchants emerged i.e chief kivoi, chief Ngonyo of giriama
  • Local industries i.e weaving and iron working declined, because of importation of foreign goods
  • Demand for slaves increased warfare leading to insecurity, loss of life and property destruction
  • Development of trade routes in the interior
  • East Africa coast was opened to the outside world leading to colonization. 8 points x 1mk each =8 mks

 

ANS 3, 19 DIST 2

 

  1. Two functions of the Orkoiyot among the Nandi
  • He foretold future events/seer
  • He presided over religious functions/Blessed the warriors
  • He advised the council of elders
  • He was a medicineman
  • He was a rainmaker

Any 2 x 1 = 2mks

  1. Two ways through which Islam was spread in Kenya by 1500 A.D.
  • Through contact with Arab traders/settler
  • Though intermarriage with the people of Kenya
  • Through building of Mosques in which the ideals of Islam were preached
  • Through madras/Muslim schools where Quran was the main text book
  • Through the use of Sharia laws in the administration of the city states
  • Through imitating the lifestyles of the Muslims

Any 2 x 1 = 2mks

  1. A part from the missionaries name two other groups that provided education in colonial Kenya

– Colonial Government

– Independent churches (African themselves)

2 x 1 = 2mks

ANS 4, 5, 11 DIST 3

 

4.Two Greco – Roman records on the E. Africa coast

  • Periplus of the Erythrean Sea
  • Ptoleny’s Geography
  • Natural History

5.Two negative effects of Indian Ocean trade on the Kenyan people

  • Decline of local industries
  • Intensification of inter-community warfare
  • Colonization
  • Destruction of wildlife                         1 x 2 = 2 Marks

17.a.    Three factors that led to the abolition of slave trade in E. Africa                                     3 Marks

  • Use of machines which were more efficient and reliable than human labour
  • Argument by economists e.g. Adams Smith that free people were more willing to work than slaves
  • Industrialization in Europe where raw market for European manufactured goods
  • Humanitarians saw it as against human rights                         1 x 3 = 3 Marks

 

  1. Six positive consequences of long distance trade                                                    12 Marks
  • It stimulated local and regional trade
  • Foreign goods found their way to the interior
  • Introduction of new crops e.g. bananas, sugar cane etc to the interior
  • Emergence of class of wealth merchants e.g. Chief Kivoi
  • Development of trade routes
  • Development of market centres e.g. Mbooni hills
  • Development of plantation farming because of use of slaves
  • Introductions of money economy
  • Islam and Swahili culture spread to the interior                          2 x 6 = 12 Marks

½ a mark if examples are not given as in the marking scheme/ any other relevant example

ANS 4, 5 ,17 DIST 4.

 

 

  1. – Used as a watch tower

– It was an administrative centre

– Areas of keeping of ammunitions / weapons

– Hiding place

– Kept war captives

– Where they sent their expeditions from      (any 2 x 1 = 2mks)

  1. a) – Availability of trade goods

– Demand for goods

– Existence of rice merchants

– Presence of trade winds/ monsoon winds

– Peace and political stability at the Kenyan coast

– Accessibility of the coast by deep sea harbours

– Existence of local trade                   (any 5 x 1 = 5mks)

  1. b) – Establishment of towns like Mombasa and malindi

– Intermarriages between Asians and African communities

– Development of Kiswahili language

– Spread of Islamic culture

– Stimulated local trade

– Stimulated commercial activities in the interior

– Rivalry between different communities over the control of the region

– Establishment of Arab rule / Sharia law

– Rise of slave trade

– Rise of merchants / rich people

– Establishment of Islamic learning / teaching          (5 well explained x 2 = 10mks)

ANS 3,17 DIST 5

 

  1. Identify one commodity that was imported from China to the Kenyan coast during the Indian Ocean trade                                                                                                             (1mk)

–           Porcelain bowls

–           Daggers

–           Swords

–           Potter

–           Silk

–           Beads

–           Glass ware                                                                                                      1 x 1 = 1mk

  1. a) State three reasons why the Omani Arabs appointed local Arab families to

control the East African coast on their behalf after defeating the Portuguese     (3mks)

–           They were civil wars in Oman

  • They feared rebellion by coastal towns
  • The Persians threatened to conquer Oman 3 x 1 = 3mks
  1. b) Explain the results of the development of plantation agriculture on the East African coast by Seyyid Said                                                                                                 (12mks)

–           It led to increased slave trade for slave labour

  • Introduction of new crops such as cloves, coconut and maize
  • Development of towns like Malindi, pemba
  • Promoted trade
  • Growth of wealthy merchants among the Arabs and Swahili
  • It led to depopulation in the interior as slaves were taken to work in farms at the coast’
  • The population of foreigners from Oman increased at the coast
  • Slaves were expected to poor working condition and long hours of work. 6 x 2 = 12mks

ANS 5, 19 DIST 6

 

  1. Give reasons why thre Arabs migrated to the Kenyan coast before 1500 A.D. (2mks)
  2. i) To trade
  3. ii) To escape religious conflicts / civil wars

iii)       To spread Islam

  1. iv) For adventure / Exploration.                                                              (Any 2 x 1 = 2 mks)
  2. Name two communities who were actively involved in the long distance

trade in Kenya during the colonial period.                                                   (2mks)

  1. i) Akamba iii)       Agiryama
  2. ii) Swahili iv)       Arabs              ( any  2x 1= 2mks)
  3. Give two factors that caused conflict between the Omam rulers and

Mazrui of Mombasa                                                                                       ( 2mks)

  1. i) Oman rulers wanted to expand their potential influence over Mombasa.
  2. ii) Mazrui governors wanted to be independent.

iii)       Mazrui was aware of the civil wars facing Oman rulers back at home.

Iv)       Oman rulers wanted to control the Indian ocean trade.                     ( any 2 x 1 = 2 mks)

  1. Identify two contributions of John krapf to the spread of Christianity in Kenya. ( 2 mks)
  2. i) He built a church at Rabai
  3. ii) He translated the bible to Kiswahili.

iii)       Trained catechists who assisted in the spread o the gospel.

  1. iv) Encouraged missionaries to come to Kenya.
  2. v) He did exploration work which led to the opening up of the interior

of Kenya.                                                                                            ( Any 2 x 1 = 2 mks)

  1. a) State five features of the coastal city states by 1500 A.D                             ( 5 mks)
  2. i) Kiswahili was used as the main medium of communication                        ( 5 mks)
  3. ii) Islam was the main religion practiced in towns.

iii)       Islamic law/ sharia was used in administration.

  1. iv) Houses were constructed using Arabic architecture
  2. v) Trade was the main economic activity in towns.
  3. vi) The city state were generally divided in two sections, one muslim and other African.

vii)      The city state were independent political entities.

viii)     Towns minted their own coins /money

  1. ix) People wore woven and silk clothes.
  2. x) They practiced mixed farming. They grew bananas yams and coconuts.
  3. xi) They fished in the Indian ocean fish/ sea food was a major for part of their diet.

ANS3,4,5,6,17 DIST  7

 

  1. Name two Europeans countries that rivaled the Portuguese for the control of the Kenyan coastal trade in the     17th century             (2mks)

-Britain

-Dutch /Holland

-France                                    20. Factors that led to the defeat of African coastal  city  states by the Portuguese in 1500AD

-Portuguese had superior naval and military technology

-Disunity of the coastal towns e.g. Malindi and Mombasa

-Portuguese got reinforcement from their headquarter at Goa in India

-The Turkish and Persian navies patrolling Indian oceans were weak.

-Portuguese organized surprise attacks and fought with determination

-Superior military tactics of the Portuguese.                                       (5×1=5mks)

  1. b) Explain five factors that led to the development of long distance trade in Kenya in pre-colonial period

-The external demand for goods from the interior e.g. ivory and animal skins.

-Availability of items of traders from the interior

-Demand for foreign goods in the interior e.g. cloth/ glassware etc

-Presence of enterprising traders such as chief Kivoi of the Akamba.

-Existence of well-developed local trade which formed a basis for long distance trade.

-Presence of well-established trade routes between the interior and the coast.

-Peaceful co-existence between the people of the interior and the coast.  (5×2=10mks)

ANS 5, 20 DIST 8                                                      2×1=2mks

 

 

  1. Give two roles played by the Arabs in the development of city states along the Kenyan coast.

                                                                                                                                                            (2mks)

  1. i) They introduced new architecture of home building resulting to the growth of settlements
  2. ii) They built settlements and religious centres which evolved into towns / introduced Islam

iii)       They contributed to the development of trade which influenced the growth of towns.

            (1 x 2 = 2mks)

  1. Give two roles played by the Arabs in the development of city states along the Kenyan coast.

                                                                                                                                                            (2mks)

  1. i) Heavy taxation by the Portuguese
  2. ii) Corrupt / brutal / cruel Portuguese administrators

iii)       The Portuguese wanted to control  trade a long the coast.

  1. iv) Coastal people were Muslims while the Portuguese were Christians                      (1 x 2 = 2mks)
  2. Name two Christian missionary societies that operated in Kenya in the Nineteenth century

                                                                                                                                                            (2mks)

  1. i) The church missionary society.
  2. ii) The white fathers

iii)       The African Inland mission

  1. iv) Church of Scotland
  2. v) The Holy Ghost fathers                      (1 x 2 = 2mks (use of abbreviations half mark each

19a)     State three reasons why Seyyid Said transferred his capital city from Muscat to Zanzibar

  1. The climate in Zanzibar was pleasant as compared to Muscat which was hot and dry throughout the year/ green throughout the year
  2. The need to control the town a long the East African  coast more effectively.
  • Zanzibar had deep harbour which ships could anchor.
  1. Zanzibar had a strategic position which was convenient for trade with the main land.
  2. Zanzibar had a fertile soil for the cultivation of cloves
  3. Zanzibar had clean water for drinking                   3×1 = 3mks
  4. b) Explain six effects of Sayyid said’s transfer of his capital from Muscat to Zanzibar on

            the Kenyan Coast                                                                                                      (12mks)

 

  1. i)       Expansion of coastal towns
  2. ii) Development of cloves plantation farming
  • Slave trade expanded/Zanzibar became a leading town in slave trade.
  1. Expansion of trade by sending caravans to the interior, signing commercial treaties with representatives of the French, British, Germans and the Nyamwezi
  2. Exposed the interior of the East Africa to the outside world.
  3. Expanded the spread of Islam to the interior.
  • Led to more Arab settlement at the Kenyan coast/the coast was effectively controlled by the Arabs.
  • He encouraged Indians merchants / panyans to Zanzibar.       6×2 =12mks

ANS 4,5,6, 19 DIST 9

 

  1. Identify one natural factor that facilitated the coming of the Arabs to the Kenyan coast                                                                                                   (1mk)
  1. The monsoon winds
  2. Deep natural harbours along the Kenyan Coast Any 1×1 = 1mark
  1. State one way in which the freed slaves promoted the spread of Christianity in Kenya.                                                                                               (1mk)
  1. They were trained as catechists and helped to spread Christianity among fellow Africans
  2. They were involved in charity work e.g. helping the poor, the sick and orphans hence enabled the missionaries to win the hearts of the Africans

Any 1×1 = 1mark

  1. a) What factors influenced Seyyid Said’s decision to transfer his capital from Muscat to Zanzibar                                                                                          (3mks)
  1. Zanzibar supported him during the war with Mazrui in Mombasa
  2. It had a deep water harbour
  3. It had clean water
  4. Its position was convenient for trade with Mombasa
  5. It had fertile soils for cultivation of cloves
  6. He wanted to use Zanzibar to effectively control the East African Coast
  7. Zanzibar was easier to defend Any 3×1 = 3marks
  8. b) Describe the effects of long distance trade in Kenya during the 19th century                          (12mks)
  9. It stimulated trade at local levels as goods were exchanged between communities living near the major trade routes
  10. Trade activities enhanced good relations between Kenyan communities
  11. There was cultural interaction and people copied other peoples culture e.g. Swahili and Arab culture
  12. Foreign goods spread to many parts of Kenya
  13. The Sultan of Zanzibar spread his influence in the interior of Kenya through trade
  14. Some traders became rich e.g. chief Kivoi and Ngonya of the Agiriama
  15. Introduction of money economy in Kenya
  16. New crops spread from the coast to other parts of the country
  17. Islam spread along the trade routes into many parts of the country
  18. Slave trading activities intensified leading to increased human suffering
  19. Trade centres developed into towns   Any 6×2 = 12 marks

ANS 5,6, 18 DIST 10

 

  1. i) Used as a watch tower .
  2. ii) Acted as a military base for sending expeditions

iii) Acted as a store for fire arms / armaments

  1. vi) Used as a prison for captives
  2. v) As an administrative                                                   (2×1= 2mks)
  3. i) Ukambani area is dry/need for alternative means of acquiring food.
  4. ii) Their central position between the coast and the interior.

iii) Availability of well established routes.

  1. iv) The Akamba had participated in local trade earlier.
  2. v) The existence of prominent leaders e.g. chief Kivoi.
  3. vi) Their skill in hunting and sem- nomadic life provided items for trade.  1 x 1 = 1mk)

ANS 3,4 DIST 11

 

  1. – Were Christians

– Wanted to rule themselves.

– Portuguese were harsh in their administration

– Portuguese had interfered in the Indian Ocean trade                                              (Any 2×1=2mks)

  1. – Monsoon winds

– Deep natural harbours

– High seas which acted as highway.                                                                                   (2×1=2mks)

 

  1. – Female genital mutilation

– Polygamy                                                                                                                          (2×1=2mks17. a)

– Availability of items of trade from East Africa e.g. gold, ivory and slaves.

– High demand of trade items.

– Enterprising merchants both at the Coast and outside East Africa.

– Existence of local trade among the Africans.

– Accessibility of the East African coast by sea/good natural harbours at the coast.

– East coast enjoyed peace and political stability.

– Advancement of ship building industry in Europe boosted the trade.

– Existence of Indian Banyans (money lenders) who gave credit facilities for trade. (Any 3×1=3mks)

 

 

  1. b) – Intermarriages between Muslim traders and other foreigners with local Bantu communities.

– Emergence of Kiswahili language.

– Introduction of Islam, with new Islamic culture, way of dressing, architecture.

– Introduction of Islamic Law (Sharia).

– New crops were introduced along the Coast e.g. rice, wheat etc.

– Development of towns as a result of profits from trade e.g. Mombasa.

– Trade led to rise of a class of rich merchants.

– Decline of local industries e.g. weaving.

– Increase in demand for slaves and ivory.                                                                (Any 6×2=12mks)

ANS 2,4,7, 17 DIST 12

 

 

  1. Give two reasons why Said Sayyed moved his capital to Zanzibar in 1840.
  2. i)  To control his east Africa dominion more effectively
  3. ii)  Zanzibar was centrally located.

iii) Zanzibar had cool pleasant climate compared to Muskat which was not and dry.

  1. iv) Zanzibar had sufficient rainfall /fertile soil which could support clove growing.
  2. v) Zanzibar had fresh water
  3. vi) Zanzibar had good harbours which was deep water and could be used as an              international port for large vessels.

vii) Zanzibar was strategic and Said Seyyid could use to control both local and    international trade.                                                                      Any 2×1 =2mks

  1. Give one historical monument left behind by the Portuguese?
  2. i) Fort Jesus in Mombasa
  3. ii) Vasco da Gama pillar in Malindi 1×1=1mk
  4. (a) Five reasons why the people of the east African coast were unable to resist the conquest of the Portuguese.
  5. i) Portuguese had superior weapons unlike the Africans
  6. ii) The Portuguese had well trained army compared to African able-bodies men.

iii) Some African communities collaborated with the Portuguese thus being used                                  too fight their fellow members.

  1. iv) Disunity among the costal towns, marking them not to unite against external
  2. v) Surprise attack used by the Portuguese in the Africans.
  3. vi) Weakness of the Turkish and Persian navy which could not support their       Muslim brothers.

vii) Portuguese got reinforcement through Goa unlike the exhausted Africans                                                                                       Any 5points 1mk 5×1=5mks

 (b) Five effects of Indian Ocean trade on the east African people

  1. i) Africans were converted to Islam
  2. ii) Intermarriage occurred between the African and the Arabs

iii)The intermarriage brought new society known as the Swahilis

  1. iv) The rise of Kiswahili language which become common language of
  2. v) Insecurity brought about by raids due to quest for slaves.
  3. vi) Repopulation as slave trade thrived in the area.

vii)New crops were introduced such as cloves maize.

viii)Introduced Islamic law like sheria.

  1. ix) Islamic courts kadhi were introduced.
  2. x) Islamic way of dressing and eating was adopted by the coastal people.

xi)Towns emerged on the coast as well as the interior.

xii)Destruction of wildlife as demand for ivory intensified.Any 5 point 2mks (2×5=10mks)

ANS 4,5,17 DIST 13

 

3.Identify any Portuguese who led in the expeditions of conquest in East Africa.              (1mk)

  • Vasco Da Gama
  • Ruy Laurenco Ravasco
  • Fransico D. Almeida
  • Tristao da Cunha

1 x 1 = 1 mark

4.Name two missionaries who worked in Kenya by the 19th century                                (2mks)

  • Johann Krapf
  • Johann Rebmann
  • Jacob Erhardt

2 x 1 = 2 marks

 

19.(a)  Give five problems faced by the Omani rulers in East Africa.                               (5mks)

  • The Omani rulers were harsh and ruthless and were thus hated by the coastal people.
  • There was constant rebellion from the coastal towns.
  • Civil wars back in their country
  • Threats of Persian invasion to their countries.
  • Were attacked by sea pirates along the Indian Ocean.

 

5 x 1 = 5mks

(b) Explain five effects of long distance trade in Kenya during the 19th century.            (10mks)

  • Development of towns e.g. Mombasa, Lamu, Kilwa, Pembe.
  • Intensification of both local and regional trade as new goods were introduced.
  • Emergence of a class of wealthy African e.g. Kivoi of Ukambani, Ngonyo of Mjikenda, Msiri of nyungu ya mawe.
  • Introduction of foreign goods e.g. beads, cloth and plates.
  • New crops were introduced e.g. bananas, rice, sugarcane and mangoes.
  • Introduction of Islam and Islamic culture by the Arabs and Waswahili traders.
  • Led to the development of plantation agriculture in Malindi and Mombasa.
  • There was development of trade-routes and market centres in the region.
  • Development of a money economy that replaced barter trade.
  • It led to colonization of East Africa since it gave reports about the coast its strategic and commercial ability.

 

5 x 2 = 10mks

 

ANS 3,4,19 DIST 14

 

4.State two sources of rivalry between coastal city states. (2mks)

  • Trade
    • Taxation
    • Enlarging their city states at the expenses of others.

 

17.(a) Account for the defeat of the coastal city states by the Portuguese. (5 mks)

  • Superior weapons/Naval and military technology.
  • Well trained soldiers.
  • Disunity and political rivalry of the coastal towns e.g. Mombasa against Malindi.
  • Reinforcement the headquarters at Goa.
  • Used to suppress attacks/attacked without warning.
  • They were brutal, cruel and ruthless.
  • They burnt and rooted.
  • Coastal city states were not assisted by the Persians who had weak armies.

5 x 1 = 5mks

 

  • Discuss five positive consequences of the long distance trade on the Kenyan communities. (10 mks)
  • growth of the towns – Mombassa, pemba, Zanzibar
  • Increased volume of local and regional trade in the EA interior.
  • introduction of new crops e.g. rice, banana, sugarcane, mangoes
  • Emergence of a class of wealthy merchants at the coastal and interior e.g. Kivoi of ukambani.
  • Spread of Islam in the interior by Arab traders
  • Emergence of Kiswahili.
  • Development of money economy replacing barter trade.
  • Opening up of the interior through trade links.
  • Emergence of strong kingdoms e.g. the wanga.
  • Development of plantation agriculture
  • Enhanced good relations between communities.
  • Promoted cultural interruption.

2 x 5 = 10mks

ANS 4,17 DIST 15

 

  1. Geography 1×1 = 1mk

 

  1. French

British

Dutch.                         2×1 = 2mks

 

  1. Mombasa – Mijikenda – Taita taveta – Kilimanjaro.

Mombasa – Mijikenda – Taita Taveta – Mt. Kenya.

Kilwa – yao – cewa.

Bagamoyo – Tabora – Ujiji – Zaire   1×1 = 1mk

 

  1. (a) Factors that led to increased slave trade along the east Africa coast during the 17th century.
  • Demand for slave labour on plantation form in malindi and mombasa and in clove plantation in Zanzibar and pemba.
  • Demand for slave labour in French sugar plantations on the island of reunion and Mauritius
  • Demand for slave porters in the ivory trade which the s.a Britain and India participated in these transport agricultural goods in malindi
  • Demand for slaves to work as domestic servants and soldiers in Arabia.
  • Demand for slaves to work in Portuguese plantations in brazil. They had failed to get from Angola so they turned to get turned to the east African coast. 1×3 = 3mks

 

(b) Effects slaves trade in Africa.

  • Africans were subjected to untold suffering and misery during slave raids e.g loss of property, life, displacements. E.t.c
  • Led to depopulation hence agriculture was undermined leading to famine and starvation.
  • Warefare increased due to slave raids. This was enhanced by the use of guns.
  • It led to fear and suspicious among the people as they had lost confidence in their leaders.
  • It undermined traditional industries as those with such skills were taken as slaves in addition, ready made items introduced to the coast were now favoured by the locals.
  • The use of slaves as porters promoted the trade in ivory and copper.
  • The Africans later regained their moral status and dignity as human beings after the abolition of the trade.
  • Establishment of freed slave centres at Freetown and Bagamoyo. 6×2 = 12mks

 

ANS 3,4,5,19 DIST 16

  1. – Coins

– Fort-Jesus/vasco dagama pillars

– Names of towns

– Crops

  1. – Shallow curriculum (Three R’s)

– It only prepared African to become European servants (technical)

– Missionary schools were few and poorly equipped/staffed.                                               (2 x 1=2mks)

  1. a) – Zanzibar was loyal to him

– Good soils for agriculture

– To control Indian ocean trade

– To control East Africa from near

– Zanzibar had natural harbors

– Pleasant climate and fresh waters                                                   (3 x 1=3mks)

  1. b) – It was financed by Arabs

– Traders moved in caravan

– East Africa exported ivory, skin & slaves

– East Africa imported guns, daggers, etc

– Arabs and Swahili acted as middlemen

– Exchange was conducted through barter

– Arabs and Swahili traveled to collect goods from the interior

– Sultan by Zanzibar offered security to traders

– Coastal towns acted as markets

– Indian Banyans offered loans to traders later

– Traders came and left as dictated by monsoon winds.                   (Any 6 x 2 =12mks)

ANS 3,10,19 DIST 17

 

  1. i) Associated with harsh and cruel nature of the British administrators
  2. ii) Islam dominated the coast

iii)    African resistance / rebellion

  1. iv) Christianity was not accommodative as compared to Islam eg Africa         (1×2 =2mk)
  2. i) There were civil wars in Oman that weakened the government making it unable to rule
  3. ii) There were threats of Persian invasion which force them to mobilize their forces to defend themselves

iii)    Constant rebellion from coastal town against Omani governors posed a serious challenge to Oman rule.                                                                     (2×1=2mks)

ANS 3,6 DIST 18

  1. Give two cultural aspects that the coastal people of Kenya borrowed from the foreigners during the  16th century
  2. Religion
  3. Dressing styles.
  • Language
  1. Eating habit
  2. Building styles – Architecture

(1pt x 1 = 1mrk)

 

  1. What was the main social effects of plantation agriculture on the people of the Kenya coast Increased slave trade.

(1pt x 1 = 1mrk)

  1. List two effects foreign goods that were introduced in the interior of Kenya during the long distance trade.
  2. Clothes
  3. Ornaments
  4. Metal bars
  5. Glass ware
  6. Perfumes
  7. Daggers
  8. Spices

        Any 2 x 1 = 2mrks

 

 

  1. a) Give five reasons for the successful Portuguese conquest of the coast.    (5mrks)
  2. The Portuguese used superior weapons like handguns, carracks, etc.
  3. The Portuguese soldiers were well trained on military techniques.
  4. Lack of unity among the coastal towns.
  5. The Portuguese received reinforcement from their headquarters in Goa.
  6. They launched surprise attacks without warning.
  7. They knew the geography of E. African coast from Vasco Da Gamas information.
  8. Portuguese were united.
  9. Some local communities supported the Portuguese e.g Zanzibar, Malindi and Pemba.
  10. Some towns failed to offer resistance for fear of being defeated/ the ruthlessness of the Portuguese attacks.

(5pts x 1 = 5mrks)

 

  1. b)   Explain five effects of the Portuguese rule on the Kenyan coast                 (10mrks)
  2. It led to the decline of the Indian ocean trade.
  3. It to decline of towns.
  4. Led to loss of lives and destruction of crops.
  5. The heavy taxes imposed on coastal people hindered development of trade and agriculture.
  6. They built fort Jesus which became a historical monument.
  7. They brought new crops to the coast e. g maize, ground nuts, pawpaws and introduced farm yard

manure.

  1. The Portuguese language added new vocabulary to Kiswahili.
  2. The introduction of guns and other advanced weapons contributed to insecurity to the locals.
  3. Introduced Christianity to the locals.
  4. The conquest encouraged the British to colonize Kenya during the 19trh century

(5pts x 1 = 5marks)

 

ANS 4,5,6,18 DIST 19

 

4          Give two natural phenomenon that enabled early visitors to come to the Kenyan Coast (2mks)

            – Monsoon winds

–  Natural harbours

–  favourable climate

–  Indian ocean(water transport)

 

 

5          State two problems faced by Oman rulers in East Africa (2mks)

            – Competition/struggle for power between different Oman families

– Rebellion from some coast city states e.g. Mombasa

– Abolishion  of slave trade

– Advent of colonial rule

 

 

19        (a)    Name three treaties signed between the sultans of Zanzibar and the

                     British to stop slave trade (3mks)

  1. Moresby Treaty of 1822
  2. Hammerton Treaty of 1845
  3. Frere Treaty of 1873

 

 

  • Describe how Seyyid Said contributed towards the development of

International Trade along the Kenyan coast in the 19th Century

 (12 marks)

  1. Boosted trade by trade by inviting Indian Banyans (Money

lenders) to finance trade.

 

  1. He signed commercial treaties with
    1. S.A. – 1833
    2. Britain – 1839
    3. France – 1844
    4. Germany – 1871
  • Gave letters of introduction to Arab and Swahili caravans moving

into their interior.

  1. Gave Arab and Swahili traders his flag to ensure their protection.
  2. He simplified taxes imposed on trade by levying a unified custom duty of 5%
  3. Improved the monetary system by introducing the copper coins form India
  • Ensured that peace was promoted at the coast since he was the Sultan

ANS 4, 5,19 DIST 20.

Learners receive free face masks

Faulu Micro-finance Bank has embarked on a Covid-19 sensitization campaign and distribution of face masks to pupils in schools.

The bank’s Managing Director (MD) Apollo Njoroge, said the bank through UAP Old Mutual Faulu Foundation had embarked on a Sh 10 million corona virus sensitization campaign in 150 schools across 40 counties.

Ten schools from Kajiado county are set to benefit from the sensitization campaign with pupils receiving re-washable face masks.

Addressing the press in Kajiado Wednesday during the launch of the exercise, the MD noted the need for frequent sensitization of Covid 19 protocols among pupils to ensure that the curve is flattened.

Njoroge noted that the foundation will be visiting schools to distribute face masks while at the same time sensitizing them on the importance of strictly adhering to laid down guidelines by the Ministry of Health to curb the resurgence of the virus.

“We have embarked on a Covid-19 sensitization campaign over the next three months to emphasize on the importance of following laid down protocols so as to keep the virus at bay and avoid the spread of infection among pupils,” he said.

See also;

Kajiado Deputy Governor Martin Moshisho emphasized that the fight against coronavirus could only be won if all laid down regulations are followed to the letter.

He urged locals to ensure that they wear face masks properly, wash their hands frequently with soap and water and maintain social distancing at all times.

Moshisho said the low numbers of positive cases in the country in the past few days was encouraging and a sign that the curve was flattening.

“The disease is still here with us, let us not forget to continue wearing masks, sanitizing and observing social distance to completely flatten the curve and avoid resurgence of the virus,” said Moshisho.

Kenya has so far recorded 99,308 positive cases since the first case was reported in the country in March 2020 with 1,734 people succumbing to the virus.

Kuccps Final Course List for Rongo University; Course Codes, Fees, Requirements, Cluster Cut Off Points

Kuccps Final Course List for Rongo University; Course Codes, Fees, Requirements, Cluster Cut Off Points

RONGO UNIVERSITY

PROGRAMMES ON OFFER FOR 2023/2024 CYCLE

# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2023/2024 CUTOFF 2020 CUTOFF
1 1073101 BACHELOR OF ARTS KSH 122,400
2 1073109 BACHELOR OF SCIENCE (MATHEMATICS) KSH 224,400 20.100 20.048
3 1073112 BACHELOR OF SCIENCE (BIOCHEMISTRY) KSH 244,800 17.459 16.791
4 1073115 BACHELOR OF SCIENCE (COMPUTER SCIENCE) KSH 306,000 19.223 19.481
5 1073122 BACHELOR OF SCIENCE (AGRICULTURE) KSH 275,400 17.459 16.791
6 1073123 BACHELOR OF SCIENCE (MICROBIOLOGY) KSH 244,800 17.459 16.791
7 1073133 BACHELOR OF COMMERCE (B.COM) KSH 183,600
8 1073135 BACHELOR OF EDUCATION (ARTS) KSH 183,600 23.905 28.652
9 1073137 BACHELOR OF EDUCATION (SCIENCE) KSH 244,800 22.636 31.536
10 1073150 BACHELOR OF SCIENCE (INFORMATION SCIENCE) KSH 204,000 22.544 22.361
11 1073151 BACHELOR OF BUSINESS MANAGEMENT KSH 183,600 22.544 22.361
12 1073155 BACHELOR OF EDUCATION IN SPECIAL EDUCATION KSH 244,800 22.636 27.545
13 1073157 BACHELOR OF TOURISM MANAGEMENT KSH 204,000 22.544 22.361
14 1073182 BACHELOR OF SCIENCE (COMMUNICATION & JOURNALISM) KSH 204,000 25.295 27.735
15 1073185 BACHELOR OF SCIENCE (HORTICULTURE) KSH 275,400 17.459 16.791
16 1073189 BACHELOR OF SCIENCE IN HUMAN REOURCE MANAGEMENT KSH 183,600 23.052 22.361
17 1073213 BACHELOR OF SCIENCE (ENVIRONMENTAL SCIENCE) KSH 244,800 17.459 16.791
18 1073215 BACHELOR OF SCIENCE (AGRICULTURAL ECONOMICS & RESOURCE MANAGEMENT) KSH 275,400 17.459 16.791
19 1073217 BACHELOR OF SCIENCE (FASHION DESIGN AND TEXTILE TECHNOLOGY) KSH 204,000 17.459 16.791
20 1073222 BACHELOR OF HOTEL AND HOSPITALITY MANAGEMENT KSH 204,000 22.544 22.361
21 1073223 BACHELOR OF TOURISM AND HOSPITALITY MANAGEMENT KSH 204,000
22 1073247 BACHELOR OF SCIENCE IN SUPPLY CHAIN MANAGEMENT KSH 183,600
23 1073292 BACHELOR OF ARTS (GEOGRAPHY) KSH 153,000 19.921 24.111
24 1073295 BACHELOR OF ARTS IN INTERNATIONAL RELATIONS KSH 153,000 22.926 26.703
25 1073298 BACHELOR OF SCIENCE (ENTREPRENEURSHIP) KSH 183,600 22.544 22.361
26 1073324 BACHELOR OF ARTS (KISWAHILI) KSH 153,000 22.926 28.638
27 1073327 BACHELOR OF PROJECT PLANNING AND MANAGEMENT KSH 183,600 22.544 22.361
28 1073366 BACHELOR OF SCIENCE (PHYSICS) KSH 224,400 17.459 16.791
29 1073417 BACHELOR OF SCIENCE (AGRICULTURAL EXTENSION AND EDUCATION) KSH 275,400 17.459 16.791
30 1073428 BACHELOR OF SCIENCE (INFORMATICS) KSH 204,000 19.223 19.481
31 1073450 BACHELOR OF SCIENCE (COMMUNICATION AND PUBLIC RELATIONS) KSH 204,000 22.926 25.232
32 1073462 BACHELOR OF SCIENCE (BOTANY) KSH 244,800 17.459 16.791
33 1073464 BACHELOR OF SCIENCE (ZOOLOGY) KSH 244,800 17.459 16.791
34 1073500 BACHELOR OF SCIENCE (GRAPHIC, COMMUNICATION AND ADVERTISING) KSH 204,000 22.926 22.210
35 1073513 BACHELOR OF SCIENCE (CHEMISTRY) KSH 224,400 17.459 16.791
36 1073520 BACHELOR OF ARTS (LINGUISTIC) KSH 153,000 22.926 25.330
37 1073543 BACHELOR OF SCIENCE (HEALTH RECORDS AND INFORMATICS) KSH 204,000 17.459 22.361
38 1073550 BACHELOR OF ARTS (POLITICAL SCIENCE AND PUBLIC ADMINISTRATION) KSH 153,000 22.926 26.095
39 1073555 DIPLOMA IN SALES & MARKETING KSH 59,420
40 1073557 DIPLOMA IN FASHION DESIGN & CLOTHING KSH 59,420
41 1073587 BACHELOR OF SCIENCE (AGRIBUSINESS) KSH 204,000 17.459 16.791
42 1073601 DIPLOMA IN ACCOUNTING TECHNICIANS KSH 59,420
43 1073621 BACHELOR OF ARTS (LINGUISTICS, MEDIA AND COMMUNICATION) KSH 204,000 22.926 25.195
44 1073646 BACHELOR OF ARTS (ECONOMICS) KSH 183,600 20.100 20.048
45 1073657 BACHELOR OF SCIENCE IN HEALTH SYSTEMS MANAGEMENT KSH 204,000 17.459 22.361
46 1073722 DIPLOMA IN GENERAL AGRICULTURE KSH 59,420
47 1073729 DIPLOMA IN ELECTRICAL & ELECTRONICS KSH 59,420
48 1073755 DIPLOMA IN HUMAN RESOURCE MANAGEMENT KSH 59,420
49 1073758 DIPLOMA IN INFORMATION COMMUNICATION TECHNOLOGY (ICT) KSH 59,420
50 1073771 DIPLOMA IN SOCIAL WORK AND COMMUNITY DEVELOPMENT KSH 59,420
51 1073806 BACHELOR OF ARTS (SOCIOLOGY) KSH 153,000 22.926 24.492
52 1073876 DIPLOMA IN BUILDING TECHNOLOGY KSH 59,420
53 1073901 DIPLOMA IN SECRETARIAL STUDIES KSH 59,420
54 1073B61 BACHELOR OF SCIENCE (APPLIED STATISTICS) KSH 244,800 20.100 20.048
55 1073E69 DIPLOMA IN FOOD & BEVERAGE, PRODUCTION, SALES AND SERVICE MANAGEMENT KSH 59,420

Cardinal Otunga High School 2022/2023 KCSE Results Analysis, Grade Count

Cardinal Otunga High School 2022/2023 KCSE Results Analysis, Grade Count

The School recorded an impressive result in the 2022 KCSE exams. Below is the full analysis of the school’s KCSE 2022 performance.

Get to see the school’s mean grade, grade count analysis and number of students who qualified for university degree courses.

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Continue reading

How to download the KCSE 2022 Results online for the whole school: the knec online results portal; http://www.knec-portal.ac.ke

KCSE Results 2022/2023; All you need to know

KCSE 2022 results to be released today Friday 20th January, 2023

KCSE Results 2022/2023 – www.knec-portal.ac.ke

Check KCSE Results 2022-2023 Via SMS, Online

KCSE Results 2022/2023 – www.knec-portal.ac.ke

Check KCSE Results 2022-2023 Via SMS, Online

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HERE IS THE SCHOOL’S 2022/2023 KCSE RESULTS ANALYSIS IN FULL

GRADE ENTRY A A- B+ B B- C+ C C- D+ D D- E X Y U P W 2022
NO OF CANDIDATES 330 28 201 97 3 1 0 0 0 0 0 0 0 0 0 0 0 0 10.76
UNIVERSITY DIRECT ENTRY 330                               . .  
TOTAL CANDIDATES 330                               . .  
% DIRECT ENTRY 100                               . .  

Moi Siongiroi Girls’ High School; KCSE Performance, Location, Form One Admissions, History, Fees, Contacts, Portal Login, Postal Address, KNEC Code, Photos and Admissions

This article provides complete information about Moi Siongiroi Girls’ High school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more. For all details about other schools in Kenya, please visit the link below;

SCHOOL’S PHYSICAL LOCATION

Moi Siongoroi Girls’ Secondary School is a religious organisation sponsored girls’ boarding school located in Siongiroi Sub location, in Bomet County; Rift Valley Region of Kenya.

SCHOOL’S INFO AT A GLANCE

  • SCHOOL’S NAME: Moi Siongiroi Girls’ High School
  • SCHOOL’S TYPE: Girls’ Only Boarding
  • SCHOOL’S CATEGORY: County
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: located in Siongiroi Sub location, in Bomet County; Rift Valley Region of Kenya.
  • SCHOOL’S KNEC CODE: 25551207
  • SCHOOL’S OWNERSHIP STATUS: Religious/ Public
  • SCHOOL’S PHONE CONTACT: 020-351771
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 106, Bomet.
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:

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

Here are links to the most important news portals:

SCHOOL’S CONTACTS

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

  • Postal Address: P.O. Box 106, Bomet.
  • Mobile Number: 0726-961199

SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2018 Kenya Certificate of Secondary Education, KCSE, exams the school registered a total of 155 candidates who managed to score a mean of a B+(plus) with a performance index of 70.123. In 2019, the school had a total candidature of 232 students.

SCHOOL’S PHOTO GALLERY

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

Moi Girls’ Siongiroi High School: Student life and times at the school/ Photo grid.

Also read:

TSC Vacancy- Subject Expert; Requirements and terms of service

BACKGROUND INFORMATION

The Teacher Service Commission (TSC) is implementing part of the component 1 of the Secondary Education Quality Improvement Project (SEQIP) on ‘improving the quality of teaching in targeted areas”. The project development objective (PDO) is to improve student learning in secondary education and transition from primary to secondary in targeted areas. The PDO will be measured through the following performance indicators both in aggregate and separately for boys and girls: (i) average test scores in Science and Mathematics subjects at form 2 in public schools in targeted sub-counties. These terms of reference refer to subcomponent 1.2 on enhancing teacher professional development.

DESCRIPTION OF REQUESTED SERVICES

The subject expert will be required to spearhead the coordination and development of schoolbased teacher support system (SBTSS) programmes in accordance with Project Appraisal Document and in consultation with the project coordinating units; The subject expert duties and responsibilities shall entail:

i. developing course content and training manuals and ensuring their quality;
ii. preparing individual work plans;
iii. developing relevant training materials and equipment;
iv. facilitating training sessions;
v. conducting monitoring and evaluation of training activities at all levels;
vi. conducting research;
vii. integrating ICT and mainstreaming special needs education in the area of specialization; and
viii. preparing and disseminating training reports.

NB: The subject expert will be expected to be available on full time basis during the training Duration of service The above defined service will be undertaken for twelve months from the date of signing the contract

TERMS OF PARTICIPATION

The interested applicant is to submit the following documents in English language:
1. Application for the requested service (max 2 pages)
2. Current curriculum Vitae including list of relevant trainings conducted and references. The documents should be sent by mail or through email, to reach the undersigned not later than 30th April, 2019:
The commission secretary Teachers Service Commission Private Bag Nairobi-00100 Email: info@tsc.go.ke

TERMS OF SERVICE
1. Name of client is Teachers Service Commission
2. The appointment shall commence on the date of signing the contract
3. The appointment is a one year renewable contract. However; circumstances may dictate an earlier termination.
4. The title of the appointment is education technologist
5. The service will be provided during stipulated times in the year
6. The working hours are 8 per day starting 8.00 am to 5.00 p.m
7. The TSC will pay an agreed amount for the number of days the service is provided.
8. There are no collective agreements which directly affect the terms of service

CRITERIA FOR SELECTING SUBJECT EXPERTS
To qualify as a subject expert, one must satisfy the following basic requirements:
a) Bachelors degree in Education with a major in the area of specialization or its equivalent qualification from a recognized institution;
b) Served as a teacher for at least 5 years;
c) Demonstrated proficiency in computer use and ability to develop digital teaching and learning content.

Added advantage
a. SMASE Trainer
b. Resourcefulness in terms of publication of academic papers, books and periodicals in a relevant subject area
c. Kenya National Examination Council examiner

PERFORMANCE STANDARDS

The performance of the successful subject experts will be measured against the following standards.
1. Increased teacher mastery of subject content and pedagogical content knowledge
2. improved average student test scores in science, mathematics and English subjects at form 2 in public schools in targeted sub-counties
3. improved average pupil test scores in science, mathematics and English subjects at class 7 and 8 in public schools in targeted sub-counties

HELB Loan defaulters’ headache- Agency’s response on engagement of law agencies to prosecute loan defaulters after widespread public outburst.

The Higher Education Loans Board, HELB, has maintained that all loan defaulters currently in formal employment must be forced to pay their debts. This after Education Cabinet Secretary, Dr Amina Mohammed, received public condemnation following her assertions that a major crackdown will be mounted for beneficiaries who have since defaulted.

On Wednesday, 20th February 2019, Dr Amina said the government will step up efforts to recover over Kshs 7.2 Billion in loans by past beneficiaries. She said the radical exercise will kick off soon and those in the diaspora will not be spared either. “We are going to partner with our law enforcement agencies to track down those holding jobs and yet are reluctant to stand up to be counted as responsible and patriotic citizens who honour their debts,” she said. This directive caused anger among youths and even some politicians.

Read Full details here: CS amina’s directive to crack down on HELB loan defaulters causes a storm in the public

But, HELB is not ready to cede ground any time soon and according to the agency’s Chief Executive Officer, Charles Ringera, the law will take its full force to ensure all defaulters are brought to book.

Here is the full presser by the HELB CEO;

“On 20th February, 2019, the Higher Education Loans Board launched HELB’s 2019-2023 strategic plan; dubbed ‘HELB Agenda 2019-2023’, at the Nairobi’s Laico Regency.

In her Speech the Cabinet Secretary for Education made the following pronouncement

Ministry directs all schools to upload form one NEMIS details by midnight, today

The Ministry of Education has directed schools to upload 2019 form ones’ admission data onto the National Education Management Information System, NEMIS, by close of business today.

Form ones started trickling to schools effective Monday, this week, with the exercise coming to a close today.

A message sent to all Sub- County Directors of Education, SCDE, requires them to inform school heads to upload the data by midnight. “You are requested to inform all principals in your area of jurisdiction to upload in the NEMIS system all form ones so far admitted in their schools, by the end of day without fail,” reads the memo.

A spot check on the NEMIS shows the system is down and hence, schools will have to burn the midnight oil to ensure compliance to the directive.

Already, the Ministry of Education has approved transfers of about 50,000 students who requested for changes to their placements. The Ministry expects to admit all the 1,052,364 who sat for the Kenya Certificate of Primary Education, KCPE, last year.

Students who should have not reported to schools by today will be forced to take up available vacancies at schools in their localities; from Monday next week.

Notably, the Ministry banned direct admissions of form ones which should now be done via the NEMIS online portal. Education Principal Secretary, Dr Belio Kipsang, has already indicated that Students who will be admitted directly risk losing the government fee subsidy. Dr Kipsang is expected to give an update on the status of the form ones’ admission exercise, so far.

St. Lucie Kiriri Girls Secondary School: Contacts, Location and Admission Details

St. Lucie Kiriri Girls Secondary School is a Prestigious Private School that is located at Githurai-Kimbo Road in Nairobi County, Nairobi Region in Kenya. Get all the school’s details including: the physical location, Official Phone Number Contact, Website, Email Address and Postal Address.

St. Lucie Kiriri Girls Secondary School Location, Contacts, Postal Address, Physical Address, County, Telephone Number, Email, Website

Location: Githurai-Kimbo Road
Address: P.O. Box 49274, Nairobi 00200
City/ Town: Nairobi
County: Nairobi
Country: Kenya
Phone: 020-810703, 350295, 444211, 442211,
0727-984331

Admissions at St. Lucie Kiriri Girls Secondary School

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

West Pokot County Senior Schools.

Wajir County Senior Schools

Vihiga County Senior Schools

Uasin Gishu County Senior Schools

Turkana County Senior Schools

Trans-Nzoia County Senior Schools

Tharaka Nithi County Senior Schools

Tana River County Senior Schools

Taita Taveta County Senior Schools

Siaya County Senior Schools

Samburu County Senior Schools

Nyeri County Senior Schools

Nyandarua County Senior Schools

Nyamira County Senior Schools

Narok County Senior Schools

Nandi County Senior Schools

Nakuru County Senior Schools

Nairobi County Senior Schools

Murang’a County Senior Schools

Mombasa County Senior Schools

Migori County Senior Schools

Meru County Senior Schools

Marsabit County Senior Schools

LMandera County Senior Schools

Makueni County Senior Schools

Machakos County Senior Schools

Lamu County Senior Schools

Laikipia County Senior Schools

Kwale County Senior Schools

Kitui County Senior Schools

Kisumu County Senior Schools

Kisii County Senior Schools

Kirinyaga County Senior Schools

Kilifi County Senior Schools

Kiambu County Senior Schools

Kericho County Senior Schools

Kakamega County Senior Schools

Kajiado County Senior Schools

Isiolo County Senior Schools

Homa Bay County Senior Schools

Garissa County Senior Schools

Embu County Senior Schools

Elgeyo-Marakwet County Senior Schools

Busia County Senior Schools

Bungoma County  Senior Schools

Baringo County Senior Schools

List of all Senior Schools in Bomet County

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