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Latest TSC Payslip Online: Login, View & Print Payslip

Latest TSC Payslip Online: Login, View & Print Payslip

The Teachers Service Commission (TSC) posts all payslips online and which can be accessed conveniently and at any time.

The TSC online payslip can be viewed, printed or sent to third parties easily.

Related:

Latest TSC payslip online, 2023 (Login, view and download payslip)

TSC payslip now available online (Login, view and download payslip)

Follow these easy steps to download your latest TSC payslip:

Step 1: Visit the TSC TPAY portal

The first step is to visit the TSC website using your preferred web browser. The TSC website provides a portal for teachers to access their payslips online.

Step 2: Log in to your account

To log in to your account, you need to have your TSC number and password. Enter your TSC number and password in the login section of the website and click the ‘Log In’ button.

Step 3: Access your payslip

After logging in to your account, you will be directed to your TSC account dashboard. Click on the ‘Payslips’ option on the dashboard to access your payslip.

Step 4: Choose the payslip you want to download

On the payslip page, select the payslip you want to download. You can choose to download the current month’s payslip or a previous month’s payslip.

Step 5: Download the payslip

After selecting the payslip you want to download, click on the download button. The payslip will be downloaded in PDF format, and you can save it to your computer or mobile device. You can also choose to print the payslip directly from the online platform.

Teremi High School KCSE results, alumni and location

TEREMI HIGH SCHOOL KCSE 2020/2021 RESULTS ANALYSIS (SCHOOL MEAN, INDIVIDUAL CANDIDATES’ RESULTS AND MEAN GRADE SUMMARY)- Teremi High school has been posting impressive performances in KCSE over the years and 2020 is no exception. In the 2020 KCSE examinations the school posted a mean score of 7.09; which is a C+ (plus).

Teremi High SCHOOL KCSE 2020 RESULTS ANALYSIS MEAN GRADE SUMMARY

Looking for KCSE 2020/2021 results for all schools and candidates? Visit this portal; KCSE RESULTS PORTAL.

The school registered a total of 527 candidates in the KCSE 2020 exam. In the just released KCSE 2020 results, the school posted an impressive mean score of 7.09; which is a C+ (plus) . The good news is that 312 candidates managed to score above C+ (plus), which is the minimum university entry grade. This translates to a percentage of 59.54% securing direct entry to university under the placement body, KUCCPS.

Download KCSE 2020/2021 results for this school here; Official Knec KCSE Results Portal

Here is a complete distribution of grades for the school in KCSE 2020 results;

KCSE RESULTS 2020
Grade Entry
A
A-
B+
B
B-
C+
C
C-
D+
D

All KCSE results are available here; KCSE 2019, 2020-2021 Results analysis and ranking for all schools and candidates.

Related news; How to get the KCSE 2020/2021 results via Knec SMS Code and online portal

Teremi High SCHOOL’S KCSE 2019 RESULTS

Read more details here; KCSE 2019 list of top 200 schools nationally; Full list.

You may also like; KCSE 2019 national results and ranking per subject- Physics

KCSE 2020 IMPORTANT NEWS

Top 100 schools in KCSE 2020 (Official list)

KCSE 2020 results analysis and ranking for all schools

KCSE 2020-2021 top 100 schools and Candidates

KCSE 2021 top 100 schools (Official list)

Teremi School Alumni Want Students’ Welfare Improved

Friends School, Teremi Boy’s High School in Kabuchai Constituency, Bungoma County old boys have expressed concern at the dilapidated infrastructure in the school.

Led by Eng. Boniface Munyole, the alumni are demanding that students’ welfare in their once prestigious school be improved to boost morale and enhance the school’s performance in national examinations.

According to them, the Friends Church sponsored learning institution’s image is shameful, considering that the school is ranked as an Extra-County School.

Speaking to the press, Eng. Munyole who sat for his Kenya Certificate of Secondary Education (KCSE) examination in 1989, said the school needs urgent improvement of existing infrastructure to offer a conducive environment for learners.

He asked the School Management to involve old boys directly in efforts to develop the school infrastructure.

Manyole said despite the fact that Teremi Boys is an academic giant in Western Kenya, the gate alone which should act as a mirror gives the school a bad image.

The School has a population of over 2,000 boys, sharing very old and limited facilities. He called on all old boys to join the Old Boys Association and support the school.

“If we can come together as a team to support our old school, the school will automatically post better results in subsequent exams,” he said.

He said Bungoma Senator, Moses Wetang’ula, who is an old boy at the school has registered as a member.

Manyole said the other objective of the Association is to network and find placement for students after school.

“We help students get good colleges, universities and TVET institutions,” he said. In the 2020 KCSE exam, 527 students who registered and sat the exam and obtained a mean score of 7.08.

He appealed to the community around the school, Board of Management (BOM), teachers, non-teaching staff and education stakeholders to continue supporting the school.

He thanked the Friends Church ‘Quakers’ for laying a good Christian foundation in the school which has greatly motivated the boys. Munyole said that this year’s mean target is 9.0.

He said that the old boy’s Association is already planning for a funds drive that will involve all Alumni to raise funds to facilitate the construction of a modern school gate.

He said a recent audit done by the Ministry of Education ranked Teremi Boys High School as having poor infrastructure compared to other schools.

He said the playing grounds in the school are poorly drained, asking for the government’s intervention.

What TSC requires from newly employed TSC teachers

Have you been employed recently by the Teachers Service Commission (TSC)? Well. During the recruitment process for new teachers, it is important that you know and understand the documents that you must submit to the employer.

Failure to submit all the required documents (in the prescribed format) would make you not be appointed to the TSC payroll. This will in turn delay the release of your salary. In adverse cases, the TSC may send you a regret letter; meaning that your application for TSC employment has been rejected.

LIST OF DOCUMENTS TO BE SUBMITTED TO THE BOMs BY NEWLY EMPLOYED TSC TEACHERS.

The Board of Management, BOM, carries out interviews for shortlisted teachers filling advertised secondary school vacancies. This is done at County level. If your application is successful, then you will be required to submit the following documents to the Secretary, Board of Management (who is the Principal):

  1.  Duly signed application for employment letter;
  2. Duly signed commitment letter to serve in the school for a minimum period of five (5) years and three (3) years in the case of North Eastern region;
  3. Original and copies of the following: –
  • National Identity card (both sides);
  • NCPWD card (where applicable);
  • 2 passport size photographs:
  • Certificates and testimonials; KCPE, KCSE, ‘A’ Level, Diploma, Degree etc;
  • Official Academic transcripts;
  • Certificate of Registration as a teacher
  • KRA PIN certificate:
  • Bank Plate;
  • Duly filled pay point particulars’ form;
  • NHIF Card;
  • Primary and secondary school leaving certificates and other testimonials;
  • Evidence of service as a teacher intern (where applicable)
  • Acknowledgement of receipt of application for employment;
  • Evidence of separation from the Commission for those previously employed by TSC.

It is the responsibility of the Principal/Secretary Board of Management is expected to verify and certify all the above documents before issuing the Application for Employment Form (APPT 1) to the successful applicant.

TSC CHECK LIST 

Apart from the BOM Checklist, the Secretary, Board of Management(school principal), is required to submit the following documents to the TSC Sub-County Director:

  1. Duly filled and signed Application for Employment Form (APPT 1);
  2. Minutes of the selection panel duly signed;
  3. Completed selection score guide duly signed;
  4. Duly signed commitment letter to serve in the school for a minimum period of five (5) years and three (3) years in the case of North Eastern region;
  5. Certified copies of the following: –
  • National Identity card (both sides)
  • NCPWD card (where applicable);
  • 2 passport size photographs;
  • Certificates; KCPE, KCSE, ‘A’ Level, Diploma, Degree etc;
  • Official Academic transcripts;
  • Certificate of Registration as a teacher
  • KRA PIN certificate;
  • Bank plate;
  • Duly filled pay point particulars form;
  • NHIF card;
  • Primary and secondary school leaving certificates and other testimonials;
  • Evidence of service as a teacher intern (where applicable);
  • Acknowledgement note for employment application documents;
  • Evidence of separation from the Commission for those previously employed by TSC.

You have been informed. The Commission takes submission of the above documents seriously. Omission of any one of these may delay your confirmation of employment.

See also;

Muthale Girls’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

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

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

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

NATIONAL SENIOR SCHOOL LOCATION.

Muthale Girls’ High School’s Location: The school is located along Kitui-Mwingi road in hilly terrain of Mutonguni and borders Muthale Mission Hospital. The school has a population of 1500 students. It is on 12.5-hectare plot on the Kitui – Mwingi road. It neighbours Muthale Mission Hospital.

St Anne’s Muthale Girls was Established in 1970 by Fr. Sean Doggett and the Catholic Franciscan Sisters of Kitui Diocese as a single streamed Harambee mixed school.

In 1985 the boys were phased out to make the school a full girls boarding. In 1997 the school became double streamed. St Anne’s Muthale was elevated to a National School in 2011 and admitted the first National class in 2012.

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

NATIONAL SENIOR SCHOOL’S CONTACTS.

Muthale Girls’ High Principal’s Phone Number: 

Muthale Girls’ High School’s Facebook Page: Click here to join the School’s Facebook Community.

NATIONAL SENIOR SCHOOL DETAILS SUMMARY

SCHOOL NAME:  –MUTHALE GIRLS

SCHOOL’S CLUSTER:  –C1

SCHOOL’S TYPE:  –PUBLIC

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

SCHOOL’S DISABILITY TYPE:  –NONE

SCHOOL’S ACCOMODATION TYPE:  –BOARDING

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

REGION WHERE SCHOOL IS LOCATED:  –EASTERN

COUNTY  WHERE SCHOOL IS LOCATED: –KITUI

SUB COUNTY  WHERE SCHOOL IS LOCATED: –KITUI WEST

SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC):  –WC8Y

SCHOOL’S KNEC CODE: –13300005

School’s Capacity/ Enrolment/ Students’ Population: The National School can accomodate over 1,600 Students.

N/B: Explanation on the acronyms used:

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

HOW TO JOIN GRADE 10 AT NATIONAL SENIOR SCHOOL

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

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

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

ii. Declare Grade 10 capacity.

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

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

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

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

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

ii. Update each learner’s profile.

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

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

v. Submit the choices

NOTE

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

NATIONAL SENIOR SCHOOL’S DETAILS AT A GLANCE.

SCHOOL NAME: MUTHALE GIRLS
SCHOOL’S CLUSTER: C1
SCHOOL’S TYPE: PUBLIC
SCHOOL’S NATURE (Regular/  SNE): REGULAR
SCHOOL’S DISABILITY TYPE: NONE
SCHOOL’S ACCOMODATION TYPE: BOARDING
SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED): GIRLS
REGION WHERE SCHOOL IS LOCATED: EASTERN
COUNTY  WHERE SCHOOL IS LOCATED: KITUI
SUB COUNTY  WHERE SCHOOL IS LOCATED: KITUI WEST
SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC): WC8Y
SCHOOL’S KNEC CODE: 13300005

NATIONAL SENIOR SCHOOL’S CLUBS AND SOCIETIES

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

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

LIST OF ALL SUBJECTS AND PATHWAYS OFFERED AT NATIONAL SENIOR SCHOOL

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

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

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

FULL DETAILS FOR ALL OTHER NATIONAL SCHOOLS.

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


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


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


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


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


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


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


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


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


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


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

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

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

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

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

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

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

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

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

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

List of all Senior Schools in West Pokot County

List of all Senior Schools in Wajir County

List of all Senior Schools in Vihiga County

List of all Senior Schools in Uasin Gishu County

List of all Senior Schools in Turkana County

List of all Senior Schools in Trans-Nzoia County

List of all Senior Schools in Tharaka Nithi County

List of all Senior Schools in Tana River County

List of all Senior Schools in Taita Taveta County

List of all Senior Schools in Siaya County

List of all Senior Schools in Samburu County

List of all Senior Schools in Nyeri County

List of all Senior Schools in Nyandarua County

List of all Senior Schools in Nyamira County

List of all Senior Schools in Narok County

List of all Senior Schools in Nandi County

List of all Senior Schools in Nakuru County

List of all Senior Schools in Nairobi County

List of all Senior Schools in Murang’a County

List of all Senior Schools in Mombasa County

List of all Senior Schools in Migori County

List of all Senior Schools in Meru County

List of all Senior Schools in Marsabit County

List of all Senior Schools in Mandera County

List of all Senior Schools in Makueni County

List of all Senior Schools in Machakos County

List of all Senior Schools in Lamu County

List of all Senior Schools in Laikipia County

List of all Senior Schools in Kwale County

List of all Senior Schools in Kitui County

List of all Senior Schools in Kisumu County

List of all Senior Schools in Kisii County

List of all Senior Schools in Kirinyaga County

List of all Senior Schools in Kilifi County

List of all Senior Schools in Kiambu County

List of all Senior Schools in Kericho County

List of all Senior Schools in Kakamega County

List of all Senior Schools in Kajiado County

List of all Senior Schools in Isiolo County

List of all Senior Schools in Homa Bay County

List of all Senior Schools in Garissa County

List of all Senior Schools in Embu County

List of all Senior Schools in Elgeyo-Marakwet County

List of all Senior Schools in Busia County

List of all Senior Schools in Bungoma County

List of all Senior Schools in Baringo County

List of all Senior Schools in Bomet County

Nyamira County best, top secondary schools; Indepth analysis

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

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

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

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

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

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

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

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

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

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

New List of all Girls’ National Schools under CBC, CBE Curriculum

SIMILAR NATIONAL SCHOOLS.

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


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


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


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


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


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


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


Bishop Linus Okok Girls’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

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


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


St.Paul Charera special High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


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


A.I.C Litein Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


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


St. Peter’s Mumias Boys’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


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


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


Kakamega school: Full details, location, CBE Subjects Offered, UIC, Knec Code


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


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


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


 

Muthale Girls’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

Karatina University Student Portal, E-learning Portal Login and Link

Karatina University Student Portal, E-learning Portal Login and Link

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Karatina University Self Admissions Portal

Click here to start self-registration at Karatina University.

KUCCPS Admission

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2023/2024 KUCCPS Placement Summary: Kuccps results via SMS, Online

The Kenya Universities and Colleges Central Placement Service, Kuccps, has released the 2023/2024 Universities and Colleges Placement results.

Out that 9,673 applicants who qualified for degree courses chose to be placed in TVET institutions.This represents 80.9% of the 173,244 students who qualified for degree programmes. 144,500 applicants have been placed in TVET institutions, while 560 applicants have been placed to Secondary Teacher Training Colleges.

On the basis of the 2022 KCSE examination, 870,561 candidates were eligible for placement to universities and colleges. Of these, a total of 285,698 students submitted applications for placement to universities and colleges.

2023/2024 KUCCPS Placement Summary.

A total of candidates have been placed to pursue degree and TVET courses.

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2023/2024 KUCCPS Placement Summary.

A total of285,167 students have been placed in various programmes, against768,624 slots.

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How to check the 2023/2024 placement results via SMS.

Send your KCSE index number starting with your KCSE year to 20842 No space, No slash (/) Example of correct format: 20221234567812. For assistance, call our helpline 020 5137400. SMS charges apply.

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Absentee KCSE, KCPE candidates get new orders from the Education Ministry

Tana River County Director of Education Khalif Hassan has urged students who have registered for KCSE and are out of school to return before the start of the examinations.

The Director said many students have developed the culture of registering for national exams and then fail to attend classes.

Tana River has 1063 candidates in the 2021 KCSE examinations compared to 1672 who were registered in 2020, a decline of 609.

“Many students who had registered for KCSE in Tana River are out of schools, they registered and left schools. According to school principals, it has been the tradition for students to register and disappear,’’ said Khalif Hassan in his Hola office.

He added that parents and chiefs are an important cog in the education sector and should be at the forefront to trace the absentee students.

“As the department of education working in tandem with TSC we are appealing to teachers to look for the candidates’ registered in their schools,’’ said Khalif.

He issued a stern warning to students who are in Form-three and are scheduled to sit for the national exams in 2022 that they will not allow them to register and abscond classes.

Madogo Division, he said, has many out-of-school students. He advised parents to take their children to nearby Day secondary schools.

Last year, UNICEF partnered with the Ministry of Education to get 4,806 out-of-school children in Tana River County back to class in a Sh25 million programme.

BOM teachers payment latest news today; Each teacher to receive Sh60,000

Teachers employed by the schools’ Boards of Management (BoMs) have reason to smile after the Ministry of Education released their salary arrears. A boom of Sh60,000 awaits the teachers; being payment of salaries for June to December, 2020.

The BoM teachers failed to receive salaries during the prolonged closure of schools in 2020 as a result of the Covid 19 pandemic outbreak. And, indeed, these teachers underwent torrid time.

The Ministry has confirmed that the funds have been disbursed to schools’ accounts.

“The Ministry of Education has disbursed funds to some schools whose BoM teachers’ data had been submitted and verified by 26th October, 2020.” Reads the latest circular by the Ministry; in part.

It will be the responsibility of Principals to pay the teachers and account for the funds.

VERIFIED LISTS BOM TEACHERS PER COUNTY

The lists of verified teachers per school have also been released.

List of BOM teachers to be paid by the Ministry of education (Tharaka Nithi County list)http://educationnewshub.co.ke/list-of-bom-teachers-to-be-paid-by-the-ministry-of-education-tharaka-nithi-county-list/
List of registered BOM teachers in each county- Trans Nzoia list of BOM teachers 2020 http://educationnewshub.co.ke/list-of-registered-bom-teachers-in-each-county-trans-nzoia-list-of-bom-teachers-2020/
List of bom teachers to be paid by government per county- Embu County list http://educationnewshub.co.ke/list-of-bom-teachers-to-be-paid-by-government-per-county-embu-county-list/
List of BOM teachers to be paid per county; Nyandarua county BOM teachers 2020 http://educationnewshub.co.ke/list-of-bom-teachers-to-be-paid-per-county-nyandarua-county-bom-teachers-2020/
BOM Teachers’ money; List of BOM teachers to be paid in Narok County http://educationnewshub.co.ke/bom-teachers-money-list-of-bom-teachers-to-be-paid-in-narok-county/
BOM teachers establishment; List of BOM yeachers per county (Nyamira) http://educationnewshub.co.ke/bom-teachers-establishment-list-of-bom-yeachers-per-county-nyamira/
BOM teachers latest news; Compiled list of BOM teachers per county (Nandi County list) http://educationnewshub.co.ke/bom-teachers-latest-news-compiled-list-of-bom-teachers-per-county-nandi-county-list/
BOM teachers salary news today; List of BOM teachers to be paid- Migori county http://educationnewshub.co.ke/bom-teachers-salary-news-today-list-of-bom-teachers-to-be-paid-migori-county/
List of BOM teachers to be paid by the Ministry of Education; Kakamega county http://educationnewshub.co.ke/list-of-bom-teachers-to-be-paid-by-the-ministry-of-education-kakamega-county/
List of registered BOM teachers per county; Kericho county list http://educationnewshub.co.ke/list-of-registered-bom-teachers-per-county-kericho-county-list/
List of BOM teachers registered by the Ministry of education per county http://educationnewshub.co.ke/list-of-bom-teachers-registered-by-the-ministry-of-education-per-county/

STAFFING GUIDELINES FOR SCHOOLS

The Ministry has at the same time released the staffing guidelines for the BOM staffs.

According to staffing guidelines released by the Ministry,  day schools with one stream should only have a maximum of 5 workers while the largest school with 15 streams can only hire not more than 37 workers on BOM terms (See the tables below).

NO OF STREAMS BURSAR ACCOUNTS CLERK SECRETARY MESSENGER LAB TECHNICIAN ICT TECHNICIAN GROUNDS-MAN CATERESS COOK KITCHEN HANDLER NURSE STORE KEEPER ARTISANS DRIVER LIBRARIAN SECURITY TOTALS
1 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 3 5
2 0 1 1 0 1 0 0 0 0 1 0 0 0 0 0 3 7
3 0 1 1 1 1 0 1 0 1 1 0 1 0 0 0 3 11
4 0 2 1 1 2 1 1 0 1 1 0 1 0 0 0 4 15
5 0 2 1 1 2 1 2 0 1 1 0 1 0 0 0 4 16
6 0 2 2 1 2 1 2 0 1 1 0 1 0 1 1 4 19

 

The school nurse should also double up as a matron while recruited artisans should be able to execute multiple tasks (multi-skilled).

TABLE: STAFFING GUIDELINES FOR BOARDING SCHOOLS

MESSENGER LAB TECHNICIAN ICT TECHNICIAN GROUNDS-MAN CATERESS COOK KITCHEN HANDLER NURSE STORE KEEPER ARTISANS DRIVER LIBRARIAN SECURITY TOTALS
0 1 0 0 0 1 2 0 0 0 0 0 3 9
1 1 0 1 0 2 2 0 0 0 0 0 3 12
1 1 0 2 0 2 2 1 0 0 0 0 4 16
1 2 0 2 0 2 3 1 1 0 1 1 4 22
1 2 0 2 1 3 4 1 1 1 1 1 5 28
1 2 1 3 1 3 4 1 1 2 1 1 6 33
1 3 1 3 1 4 4 1 1 2 1 1 8 37
1 3 2 2 1 4 4 1 1 3 1 1 5 36
1 3 2 2 1 4 4 1 1 3 1 1 6 37
1 3 2 2 1 4 4 1 1 3 1 1 6 37
1 3 2 2 1 4 4 1 1 3 1 1 6 37
1 4 2 2 1 4 4 1 1 3 0 0 6 36
1 4 2 2 1 4 4 1 1 3 0 0 7 37
1 4 2 2 1 4 4 1 1 3 0 0 7 37
1 4 2 2 1 4 4 1 1 3 0 0 7 37

 

The teaching and non-teaching staffs should be employed on permanent and pensionable terms.

the lowest earning worker should pocket Sh9,660 while the highest earner should receive a monthly perk of Sh41,000. But, these salaries are to be pegged on the workers’ qualifications.

TABLE 3: MINIMUM QUALIFICATIONS FOR SCHOOLS’ SUPPORT STAFF.

CATEGORY JOB GROUP MINIMUM SALARY MAXIMUM SALARY QUALIFICATIONS
BURSAR K Sh31,020 Sh41,590 CPA III
SECRETARY F, G & H Sh12,210 Sh24,662 secretarial Certificate
MESSENGER D Sh10,380 sh11,370 KCSE Certificate
LAB TECHNICIAN Sh12,510 Sh21,304 Laboratory training
ICT TECHNICIAN F & G Sh12,510 Sh21,304
GROUNDS-MAN C & D Sh9,660 Sh11,370 KCPE certificate
CATERESS F & G Sh12,510 Sh21,304 KNEC certificate in catering
COOK C & D Sh9,660 Sh11,370 KCSE Certificate
KITCHEN HANDLER C & D Sh9,660 Sh10,380 KCPE certificate
NURSE H & J Sh24,662 Nursing Certificate
STORE KEEPER F, G & H Sh12,510 Sh21,304 Store keeping certificate
SECURITY C & D Sh9,660 Sh11,370 KCPE certificate

 

List of schools yet to upload 2020 form one selection list on Nemis per county- Migori

About 5,397 schools are yet to upload their 2020 from one selection lists onto the National Education Management Information System, Nemis. This is according to the latest data from the Education Ministry. This mostly affects the Sub County and Private schools whose selection was done manually. The list detailing the school’s name and location indicates that the schools are yet to upload their selection lists onto their Nemis accounts in readiness for the admission exercise in January 2020.

The Education Ministry has set reporting date for the 2020 form ones to secondary schools to be between January Monday 13th to Friday 17th. This will be about one week after the other students would have reported back to school for the new year.

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

Here are links to the most important news portals:

SCHOOLS YET TO UPLOAD THEIR 2020 FORM ONE SELECTION LISTS IN MIGORI COUNTY

In this county 160 schools are yet to upload their lists. Here is a list of the schools:

COUNTY NAME SUB COUNTY NAME INSTITUTION NAME INSTITUTION TYPE
Migori AWENDO SMITH HIGHLIGHTS Private
Migori AWENDO ST HALJORO HOPE Private
Migori AWENDO SUSANA ANNEX ACADEMY Private
Migori AWENDO OMBASA JUNIOR Private
Migori AWENDO ST PAULS Private
Migori AWENDO STARLINK ACADEMY Private
Migori AWENDO STEGEPE SUCCESS Private
Migori AWENDO VICTORY EDUCATION CENTRE Private
Migori AWENDO RANEN ADVENTIST Private
Migori AWENDO ST KIZITO WANGA PALA Private
Migori AWENDO ST BENEDICTS SONY MIXED Private
Migori AWENDO OPOYA ACADEMY Private
Migori AWENDO NEEMA ACADEMY Private
Migori AWENDO VICTORY JUNIOR ACADEMY Private
Migori AWENDO ANGAGA MIXED SEC Public
Migori AWENDO RABUOR KOGELO SEC Public
Migori AWENDO RARUOWA KADERA SECONDARY SCHOOL Public
Migori AWENDO St Marys Ang’ogo Public
Migori AWENDO ST. MARY’S ANG’OGO SECONDARY Public
Migori AWENDO OGWAMRONDO HILL MIXED Public
Migori AWENDO KENYASREGA NYOKAL Public
Migori AWENDO RAYWER DAY MIXED Public
Migori AWENDO GAMBA MIXED Public
Migori AWENDO MICHELLE OBAMA KOGELO GIRLS SEC Public
Migori KURIA EAST MIMARU EDUCATIONAL CENTRE Private
Migori KURIA EAST ST AGNES GETONGOROMA Public
Migori KURIA EAST ST PAULS NTIMARU Public
Migori KURIA WEST ST SHEILA JOY Private
Migori KURIA WEST NYATECHI PROGRESSIVE SCHOOL Private
Migori KURIA WEST SUNRISE -NYAMOTAMBE ACADEMY Private
Migori KURIA WEST IGENA MIXED Private
Migori KURIA WEST VICTORIUS Private
Migori KURIA WEST NYAIROMA ACADEMY Private
Migori KURIA WEST NGINARO ACADEMY Private
Migori KURIA WEST NGIMERIA JUNIOR Private
Migori KURIA WEST JOSIKA KEHANCHA Private
Migori KURIA WEST KABIERO Private
Migori KURIA WEST SUZZY ACDEMY Private
Migori KURIA WEST KEHANCHA EDUCATIONAL CENTRE Private
Migori KURIA WEST NYABOHANSE STAR Private
Migori KURIA WEST ST JOSEPHS MASABA Private
Migori KURIA WEST IKEREGE SHINERS Private
Migori KURIA WEST MASIAGA JUNIOR Private
Migori KURIA WEST KEHANCHA PROGRESSIVE Private
Migori KURIA WEST ISIBANIA FAITH ACADEMY Private
Migori KURIA WEST NYANTAMA MIXED Private
Migori KURIA WEST CHACHA MORONGE SORORE Public
Migori KURIA WEST NYABOKARANGE MIXED Public
Migori KURIA WEST NYANGOGE MIXED DAY SEC Public
Migori KURIA WEST ISIBANIA BOYS Public
Migori KURIA WEST NYANCHABO MIXED Public
Migori KURIA WEST KUBWEYE SEC Public
Migori MIGORI ORUBA COMPLEX ACADEMY Private
Migori MIGORI SCOFIELD CHRISTIAN HIGH SCHOOL Private
Migori MIGORI THE CARTER EDUCATION CENTRE Private
Migori MIGORI PESODA COMPLEX Private
Migori MIGORI GLORY MISSIONARY GIRLS CENTRE Private
Migori MIGORI ST PAUL’S GOD JOPE HILLS ACADEMY Private
Migori MIGORI OGWEDHI MIXED SECONDARY Private
Migori MIGORI TINGANA HILLSIDE ACADEMY Private
Migori MIGORI ST DOMINIC COOL ACADEMY Private
Migori MIGORI ROYNOVA ROYAL ACADEMY Private
Migori MIGORI NYABISAWA PEFA ACADEMY Private
Migori MIGORI ST. ANNE’S SUNRISE GIRLS SEC. Private
Migori MIGORI SCOFIELD CHRISTIAN Private
Migori MIGORI OMULINA FRIENDS Private
Migori MIGORI ST JULIANA UGARI MIXED Public
Migori MIGORI NGISIRU SEC Public
Migori MIGORI RADIENYA GIRLS SEC Public
Migori MIGORI RAMOYA MARANATHA MIXED SEC Public
Migori MIGORI MIRIWI SECONDARY SCHOOL Public
Migori NYATIKE WISER GIRLS SECONDARY SCHOOL Private
Migori NYATIKE GATEWAY CHRISTIAN ACADEMY Private
Migori NYATIKE ST JULIUS SUCCESS ACADEMY Private
Migori NYATIKE JACAMI EDUCATION CENTRE Private
Migori NYATIKE TAGECHE SHINNING STAR Private
Migori NYATIKE ONGORO SDA Private
Migori NYATIKE ONACHO ACADEMY Private
Migori NYATIKE LAKE VIEW Private
Migori NYATIKE ST MICHAEL GOLD Private
Migori NYATIKE ST. PHILIPS SPRINGS SCHOOL Private
Migori NYATIKE ST FRANCISCA Private
Migori NYATIKE CHRISTINE Private
Migori NYATIKE GOT KACHOLA MIXED Public
Migori NYATIKE OBOLO MIXED SECONDARY Public
Migori NYATIKE St Joseph Modi Mixed Sec Public
Migori NYATIKE B.LTEZZACOMPLEXSECONDARY Public
Migori NYATIKE JANGOE SECONDARY Public
Migori NYATIKE SIDIKA SEC Public
Migori NYATIKE ST. THOMAS DIRUMA Public
Migori NYATIKE ST. JOSEPH GUNGA Public
Migori NYATIKE UNGOE MIXED Public
Migori NYATIKE ST. GABRIEL’S GOD KWACH SECONDARY SCHOOL Public
Migori NYATIKE KEA MIXED SEC Public
Migori NYATIKE NYAKONDO MIXED Public
Migori NYATIKE OBWARE MIXED Public
Migori NYATIKE AMOYO Public
Migori NYATIKE ST SABIANUS OWICH Public
Migori NYATIKE KUMONI MIXED SECONDARY SCHOOL Public
Migori NYATIKE RABUOR KARUNGU SECONDARY Public
Migori NYATIKE GOD KEYO SECONDARY Public
Migori NYATIKE LWANDA MAGWAR Public
Migori NYATIKE RABWAO Public
Migori RONGO RONGO SHAMMAH Private
Migori RONGO ORCHARDS HUMANITY Private
Migori RONGO ST CHARLES EDUCATION CENTER Private
Migori RONGO Lehance Girls Private
Migori RONGO ST ALFA KABONYO Private
Migori RONGO ST DOREEN Private
Migori RONGO RONGO SHOW – VIEW JUNIOR Private
Migori RONGO ST PAULS HILLVIEW Private
Migori RONGO Rongo Secondary Private
Migori RONGO WINYO CHRISTIAN Private
Migori RONGO ST CAREN SMITH EDUCATION CENTRE Private
Migori RONGO OPAPO JANS Private
Migori RONGO ST BONAVENTURE MXED SECONDARY SCHOOL Private
Migori RONGO RONGO JUNIOR Private
Migori RONGO ST. BONAVENTURE Private
Migori RONGO KANYIMACH MIXED SECONDARY Public
Migori RONGO ST. PETER’S KUNA MIXED Public
Migori RONGO KOSODO MIXED SECONDARY Public
Migori RONGO NYAMUGA Public
Migori RONGO OMWARE Public
Migori RONGO OPAPO SEC Public
Migori SUNA WEST GEORJAN SECONDARY Private
Migori SUNA WEST GEORJAN GIRLS Private
Migori SUNA WEST GEORJAN GIRLS Private
Migori SUNA WEST BISHOP AMONDE MIXED SECONDARY Private
Migori SUNA WEST HANNISTERS SECONDARY SCHOOL Private
Migori SUNA WEST MILIMANI EDUCATION CENTRE Public
Migori URIRI ST. JOSHUA KANJUE ACADEMY Private
Migori URIRI VICTORY Private
Migori URIRI NYANGINA HILLS COMPLEX Private
Migori URIRI VIGILANT Private
Migori URIRI REV. ONDEGO Private
Migori URIRI RAPOGI LWANDA COMPLEX Private
Migori URIRI KINGSHIP ACADEMY Private
Migori URIRI RAE KONDIALA Private
Migori URIRI NEW BABYSHINE ACADEMY Private
Migori URIRI OYANI BRIDGE PAG AC Private
Migori URIRI ST CHARLES HILLTOP ACADEMY Private
Migori URIRI ST PIUS GLORY ACADEMY Private
Migori URIRI WIMO Private
Migori URIRI MIGORI BAPTIST Private
Migori URIRI MARBEN JUNIOR ACADEMY Private
Migori URIRI ISAYA AMONDE SECONDARY Private
Migori URIRI ST. MARVELOUS GHAFELAN Private
Migori URIRI MARAM KOKIRI Private
Migori URIRI VISION ACADEMY Private
Migori URIRI SIDE BY SIDE Private
Migori URIRI ANDINGO PEFA CHURCH ACADEMY Private
Migori URIRI Isaya Amonde Mixed Private
Migori URIRI OKUMBO MIXED SECONDARY Public
Migori URIRI Rombe Mixed Public
Migori URIRI ST. PAULS SEC Public
Migori URIRI MIDIDA MIXED DAY SEC SCH Public
Migori URIRI OYANI MIXED Public
Migori URIRI BISHOP OKINDA ACHUTH MIXED SEC Public
Migori URIRI ST. ZABLON ONDOME MIXED DAY Public
Migori URIRI MORI Public

Kingsize Academy: Contacts, Location and Admission Details

Kingsize Academy is a Prestigious Private School that is located at Simba Centre House 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.

Kingsize Academy Location, Contacts, Postal Address, Physical Address, County, Telephone Number, Email, Website

Location: Simba Centre House
Address: P.O. Box 6904, Nairobi 00300
City/ Town: Nairobi
County: Nairobi
Country: Kenya
Phone: 020-318608

Admissions at Kingsize Academy

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

BUSINESS STUDIES NOTES FORM 1-4 IN PDF

SIMPLIFIED BUSINESS STUDIES NOTES.

  1. DEMAND AND SUPPLY

Meaning of demand

Demand is the quantity of a product that buyers are willing and able to buy at a given price over a given period of time.

DOWNLOAD THE PDF COPIES HERE; BUSINESS STUDIES NOTES FORM 1-4: UPDATED

Factors that determine the demand for a product (determinants of demand)

  1. The price of a product:  if the price is low, more will be demanded, if high less will be demanded.
  2. The buyer’s income: the higher the people’s income the higher the demand for gods and services and vice versa.
  3. Government policy: if the government imposes high taxes on a commodity, it becomes expensive and less of it is demanded. The effects of a subsidy are to lower the price of the product leading to an increase in its demand. The government may also influence the demand of a product by enacting laws that either limits or promotes the consumption of a product.
  4. The population: with many people available more of the goods are demanded and if the people are few, less is bought from the market.
  5. Tastes, fashions and preferences:  if people have a preference for a product they will demand more of it. If their preferences changes to another product, they will reduce the demand of the product they were using before.
  6. The distribution of incomes: where income is well distributed, the demand for goods and services is high as opposed to when the income in the hands of a few people.
  7.  Future expectations of price changes: if the prices are expected to go up in the future, more goods will be demanded in the present and if the price is expected to go down in the future, fewer goods will be demanded in the present.
  8. The weather: certain goods are demanded more during certain weather conditions e.g heavy clothes during cold seasons or umbrellas during rainy seasons.
  9. Price of related products: for goods that are compliments of one another, e.g pen and ink, a fall in the price of one leads to an increase in the demand of the other. In the case of the goods that are substitutes of one another, e.g soda and fruit juice, an increase in the price of one leads to an increase in the demand of the other.
  10. The terms of sale: the better the terms of sale, for example, provision of credit or better discounts, the higher the demand for a given product.

 

Types of demand

 

Derived demand:  a product is said to have derived demand when it is demanded to help in the production of other goods and services for example the demand of building materials arising from the demand of houses.

Joint demand: items are said to have joint demand if the use of one will require the use of another. The goods are complimentarily used together like pen and ink.

Demand schedule and demand curve

Demand schedule

A demand schedule is a table showing the quantities of a commodity that consumers are willing and able to buy at different prices within a given period of time. A demand schedule can be prepared for an individual or for the entire market.

Demand curve

A demand curve is the graph showing the quantities demanded against the prices. On the y-axis is recorded price and the x-axis the quantities demanded.

Draw a demand curve given the following demand schedule

Price of the product in shs Quantity of the goods demanded in kg
10

20

30

40

50

60

70

80

40

35

30

25

20

15

10

5

 

 

The graph shows that the demand curve (DD) slopes from the left to the right, indicating that as prices goes down the quantity demanded increases and vice versa.

This tendency of demand to increase as price decrease and to reduce as the price increase is referred to as the law of demand. Therefore a normal demand curve slopes from left to right.

 

 

 

 

Movement along a demand curve and a shift in demand curve

 

Movement along the demand curve

A movement along a demand curve refers to changes in quantity of a product demanded as a result of change in its price only. As the price of the product increases the quantity demanded decreases. It leads to a movement from one point to another on the same demand curve as shown below:

  • (ii)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • In a movement along the demand curve no new demand curve is created. If price increase from P0 to P1 in the diagram above quantity demanded will fall from Q1 to Q2e. movement from a to b.
  • If price fall from P2 to P3, the quantity demanded increase from Q2 to Q3e. movement from a to c.

 

  Shift of the demand curve

 

This is when the demand curve moves either to the right or left. It occurs as results of changes in factors influencing demand other than price of the product concerned. This can be illustrated as below:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In (i) at price OP the quantity demanded is OQ. After the demand curve shift from D0D0 to DD a different quantity OQ1 is demanded although the price remains at OP. thus points L and M are on different demand curves.

 

Similarly when the demand curve shifts from D1D1 to D2D2 as in (ii) a different quantity OQ3 is demand at the same price OP2 as before. Thus the two points R and S are on two different demand curves.

A shift of demand curve to the left (decrease in demand) can be brought about by the following factors:

 

  • A decrease in people’s incomes.
  • A decrease in the price of a substitute product.
  • Lower population in the area.
  • Negative changes in tastes, fashions and preferences towards the product.
  • The introduction of a new but cheaper substitute.
  • Deterioration in the terms of sale e.g. lower discounts

 

A shift of demand curve to the right (increase in demand) can be as a result of:

  • An increase in the people’s incomes.
  • An increase in the price of a substitute product.
  • An increase in population.
  • An improvement in terms of sale e.g. where better discount are given
  • A decrease in the price of a complementary product.
  • An improvement in tastes, preferences towards particular product.

 

Differences between a movement along a demand curve and a shift of a demand curve

 

Movement along a demand curve Shift of a demand curve
(i)             It involves only one demand curve It involves two demand curves
(ii)           It is brought about by changes in the quantity demanded. Brought about a change in other factors that influences demand other the price of the product.
(iii)         It involves a change in the quantity demanded. Involves a change in demand.
(iv)         A different quantity is demanded only at a different price. A different quantity is demanded at the same price as before.
(v)           A movement along the curve can be traced up and down along the same curve. A shift causes to move either to the right or left.

 

SUPPLY

Supply is defined as the quantity that suppliers are willing and are able to take to market at a given price over a given period of time.

 

Factors which influence supply of a product

  • The price of the product: the higher the price, the higher the supply while the lower the price, the lower the supply.
  • The cost of production: an increase in the cost of production leads to a reduction in the supply of goods, while a decrease in the cost of production leads to an increase in the supply of goods.
  • The level technology: an improvement in the level of technology leads to a reduction in cost of production in an increase in supply.
  • The government policy; this includes the imposition of taxes, subsidies, quotas and price controls. Taxes increase the cost of production hence supply will decrease. A subsidy lowers the cost of production leading to an increase in the supply. Imposition of quotas places an upper limit on the quantity that may be supplied irrespective of the price. Where the government sets prices, firms will react accordingly. If the price set is high, the supply will be high, if the price set is low, the supply will also be low.
  • Available of inputs: shortage of raw materials leads to low production, hence low supply.
  • Future expectations of price changes: where producers expect the price of goods to increase in the future, they may decide to restrict supply, until that when the prices go up.
  • Natural factors: bad weather like droughts and floods leads to poor harvests, hence low supply of agricultural products. Favorable weather conditions leads to more harvests hence more supply.

 

Supply schedule and supply curve

 

A supply schedule is a table showing the relationship between supply of a commodity and its price. It shows the quantity supplied at various prices. The supply curve is a graphical illustration showing the trend taken by supply as price either increases or decrease.

Draw a supply curve using the figures given in the supply curve below.

 

Price of x 2 4 6 8 10 12 14 16 18
Supply of x 5 10 15 20 25 30 35 40 45

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The supply curve (SS) slopes from the right to the left showing that as the price increases, the supply also increase. For example, at a price Shs. 8, the supply is 20 units. As the price goes up to Shs. 16, the supply also goes up to 40 units.

 

Movement along the supply curve

This is said to be a movement along a supply curve when the quantity supplied of a commodity changes as a result of a change in its price “all other factors remaining constant”. It leads to a movement from one point to another on the same supply curve as shown below:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In (i) when price changes from OP0 to OP1 the movement is downwards from point X to point Y on the same supply curve S0S0. This leads to the supply of OQ1 instead of OQ0.

In (ii) when the price changes from OP2 to OP3 the movement is upwards from T to point Z on the same supply curve. The quantity supplied changes from OQ2 to OQ3.

 

Shift of a Supply curve

A shift of the supply curve is when the entire curve moves either to the left or right as a result of changes in factors influencing supply other than the price of the commodity involved.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In (iii) the whole supply curves S2S2 shifts to S3S3 resulting in the reduction of quantity supplied from OQ3 to OQ4 at the same price OP3 as before. Instead a point on curve S2S2

 

 

 

EQUILIBRIUM PRICE AND EQUILIBRIUM QUANTITY

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. SIZE AND LOCATION OF A FIRM
  1. Meaning of firm and industry

A firm is an individual enterprise or business unit under one control an ownership e.g. a business unit carrying the production of a good or service such as production of soap or a legal service firm.

A firm is a single business unit or enterprise under one ownership, management and control e.g. KCC, Brookside etc.

An industry consists of all those firms producing the same type of products in the same line of production. A sop industry consists of all those firms producing soap while an insurance industry consists of all these firms providing insurance services.

An industry refers to a group of firms producing the same products for a given market e.g. the milk industry which includes firms such KCC and Brookside. In some cases where we have a single firm, the firm becomes the industry.

  1. Factors which influence the decision on what goods and services to produce.
  • Profitability

Businesses tend to provide goods and services that would yield maximum profit.

  • Level of competition

In order to survive in a competitive market, firms must come up with products with products that consumers prefer. A firm may therefore develop products that are not currently available or copy rivals ideals and improve on them.

  • Cost of production

A firm would produce commodities for which production costs are low.

  • Demand/ market

A firm will produce commodities that have the highest demand since demand leads to high sales volume.

  • Availability of resources

A firm can only produce commodities for which the necessary resources are available. Such resources include raw materials, labor, equipment, adequate space and appropriate technology.

  • Government policy

A firm should produce goods which are favored by the government policy e.g. low taxation and subsidies. Firms should not produce goods that are illegal as it will be breaking the law.

  1. Determining the size of the firm

The following are some of the ways/factors which the size of a firm may be determined:

  • Level of output/volume of output

A firm’s size may be judged by the level of output. A large firm will produce on large scale, while a small firm will produce on small scale.

  • Number of employs in the firm

A small firm is likely to employ only a few employees, while a large firm will most often employ many workers.

  • Floor area covered by the premises

A firm with large floor area covered by premises may be said to be large.

  • Size of the market controlled by the firm

Large firms control large proportions of the total market of a particular product. Small firms may only control a small size of the market.

  • Capital invested

The larger the capital of the firm in terms of assets the larger the firm and vice versa.

  • Methods of production adopted

A large firm will most often adopt capital intensive methods of technology, where operations will be highly mechanized while small firms use more labour then machinery.

  • Sales of volume

Small firms have low levels of sales with a given period while large firms have huge levels of sales.

  1. Location of the firm

Location is the site or place from which the business operations/firms would be established. The management has to make appropriate decisions concerning the location of the firm since a good location would lead to success while a bad location would lead to failure of the business enterprise.

 

Factors that influence the location of a firm

  1. Raw materials

The availability of raw materials is one of the factors that determine the locations of a firm. Firms should be located near the source of raw material when:

  1. The raw materials are heavy and bulky so as to avoid high transport as cost to the firm.
  2. The raw materials are perishable so as to ensure they get the firm in fresh.
  • The competition for the raw materials is high should be located near their source so as to ensure that it gets all the raw materials it requires at all times.

          Advantages of locating a firm near the source of raw materials

  1. Transport cost of raw materials in minimized
  2. Storage cost of raw materials will be minimized.
  • It is easier for the firm to select the quality of raw materials required.
  1. Easier to get fresh raw materials and undamaged raw materials.
  2. Production process can run uninterrupted because of constant supply of raw materials thus continuous production.
  3. Labour (human resources)

Labour is a basic factor of production. It can be skilled, unskilled or semi-skilled labour. It is important for firms ton be located in an area where there is large supply of labour so as to ensure adequate supply of this important factor. Location of the firms near the source of labour reduces the cost of transporting labour force to factories and also reduces time wasting in transporting labour from far.

  1. The market

Reasons for locating near market

  1. If the finished product is perishable, then the firm should be located near the market so as to ensure that it gets to the market in fresh state.
  2. If the finished product is bulky, the firm should be located near the market so as to avoid high cost of transport to the market.
  • If the final product is fragile, the firm should be located near the market so as to avoid losses that may result from breakages as the product is transported to the market.
  1. If there is high completion, the firm should be located near the market as this will make it easy to get to the customers fast.
  2. Where a product is made as per customers’ specification, the firm should be located near the market.
  3. Transport and communication

A firm should be located in an area that is well served by means of transport. This ensures that both raw materials and finished products can be transported with ease.

A firm should be located in an area that is well served by means of communication. This ensures that the firm is able to communicate with its customers and suppliers, and vice versa.

Poor developed transport and communication facilities may lead to:

  1. High transport cost especially where raw material or the finished products are bulky.
  2. Delays in receiving the raw materials and distributing the finished products.
  • Where communication network is poor, business people will not able to give or get information in time.
  1. Availability of power

Industries require electric power to operate. They should, therefore be located where electricity is readily available.

  1. Security

Industries should be located in areas with adequate security .

  1. Auxiliary services

Firms should be located where auxiliary services such as insurance, banking and warehousing are available.

  1. Water

Many firms require water in one or more processes. Such firms should be located in an area where water is readily available.

  1. Government policy

The government may formulate policies that may have implications on the location of the firms, especially with regard to physical planning. Such planning may be aimed at checking rural-urban migration, environmental degradation or for strategic concerns.

The government may therefore encourage the development of firms in some areas by offering concessions to industrialists such as:

  1. Offering free land
  2. Reduction on taxes
  • Offering subsidies
  1. Improvement of infrastructure
  2. Offering direct financial assistance

 

LOCALISATION AND DELOCALISATION

Localization of firms is a situation where many firm are concentrated in a particular area.

Delocalization of firms describes a situation where location of firms is spread in different regions to minimize the problems of localization.

Advantages of localization

  1. Firms will benefit from already from established skilled labour pool from which they can recruit their employees.
  2. Firms will benefit from already established infrastructure such as transportation and communication.
  • Firms will benefit from auxiliary services firms that may already have been established.
  1. Such areas have social amenities such as hospitals and schools.
  2. Employment is created in such areas.
  3. Joint management of wastes can be carried out by all firms.
  • Firms may benefit from already established markets.
  • Firms may be able to get raw materials easily, as they may use the by-products produced by other industries as their raw materials.

Disadvantages of localization

  1. As many people move to such areas in search of jobs, slums may be created.
  2. Land becomes very expensive in such areas.
  • Congestion and traffic jams are a common problem in such areas.
  1. In case of war such areas can become a target of attacks.
  2. Leads to rural-urban migration leaving the old and the young in the rural areas.
  3. A lot of environmental degradation through pollution by many cars, deforestation, discharges of waste and mining in the area.
  • Social problems such as crime, prostitution and illegal drugs are a common problem in such areas.

Advantages of delocalization

  1. It ensures that all areas are developed.
  2. To ensure that employment opportunities are evenly distributed all over the country.
  • It reduces rural-urban migration since people can get jobs in the rural areas once industries are delocalized.
  1. It promotes the development of infrastructure all over the country.
  2. It leads to the establishment of auxiliary services e.g. banks and insurance firms, in rural areas for the benefit of the residents.
  3. It enhances the development of social amenities such as schools and hospitals in all areas of the country.
  • It lessens losses in case of attack by enemies during war.
  • People in rural areas are provided with goods and services closer to where they are.

Disadvantages of delocalization 

  1. Pollution is spread to the rural areas.
  2. The security in such areas may not be guaranteed.
  • It might be expensive to hire and attract appropriate labour.
  1. Auxiliary services such as banks and postal services may be lacking in such areas.
  2. Incentives offered by the government to industries in order to delocalize add to public expenditure, which is an added burden to tax payers.
  3. Industries may not enjoy the benefits that accrue from concentration of industries e.g. developed infrastructure.

 

 

 

Ways in which the government may motivate industries to delocalize

  1. By giving entrepreneurs free of cheap land to construct their factories.
  2. By giving tax incentives to those who locate their industries in the delocalized area.
  • By giving cheap loans to entrepreneurs wishing to establish industries in areas with few industries.
  1. By providing security in the new industrial areas.
  2. By providing subsidies to those industrialists who are willing to delocalize.
  3. By providing the appropriate infrastructure in the area.
  • By providing social amenities e.g. schools and hospitals in areas where the delocalized industries are to be established.
  • By offering financial assistance to the delocalized industries.

ECONOMIES OF SCALE

Economies of scale are the benefits the firm or industry derives from expanding its scale of production/the advantages of operating on large scale.

There are two types of economies of scale;

  1. Internal economies of scale
  2. External economies of scale

Internal economies of scale

These are advantages that accrue to a single firm as its production increases, independent of what happens in the other firms in the industry.

Internal economies of scale result from an increase in the level of output and cannot be realized unless output increases.

The internal economies of scale may be achieved by a single plant of the firm or they may arise from an increase in the number of plants.

The internal economies of scale include;

  1. Marketing economies (Buying and selling economies)

These are the benefits which a firm derives from large purchases of inputs or factors of production due to the discounts offered in the process e.g. trade and quantity discounts

The firms may also incur less cost per unit in transportation of the goods bought

Selling economies of scale arise from the distribution and sale of the finished product as the scale of production increases, i.e it is likely to incur less cost per unit in areas such as advertising, distribution e.t.c

  1. Financial economies; As a firm grows, its assets also increase. These assets can be used as security to borrow money/loan from financial institutions at low interest rates.

Large firms can also raise more funds through selling and buying of shares and debentures.

  • Risk bearing economies; Large firms can reduce risks involved in the market failure through diversification of products or markets.

Diversification of markets or products can be done so that;

  1. Failure of one product is offset by the success of other products
  2. A failure of a product in one part of the market may be offset by the success of the same product in another part of the market

-Large scale firms are also able to obtain supplies from alternative sources so that failure in one does not significantly affect the activities of the firm.

  1. iv) Managerial economies/staff economies

Large firms are able to hire/employ specialized staff and management. This increases the firms efficiency and productivity i.e.

  1. The staff is able to make viable decisions that can go along way in increasing the firms output.
  2. The firm/management is also able to put in place better organizational structures which allow for departmentalization and subsequent division of labour.Division of labour leads to specialization and hence the overall increase in the firms output.

-the costs of hiring/employing the specialized staff/management are spread over a large number of units of output of variable cost of production.Thus,the cost of labour is minimized when production increases leading to increased profits.

  1. v) Technical economies;

These are benefits that accrue to a firm from the use of specialized labour and machinery. Large firms have access to large capital which they utilize to obtain those machines and hire the specialized labour.The machines use the latest technology and are put to full use, making the firm production more efficient i.e. cost of the machines and labour are spread over many units of output hence less costly but giving higher profits.

 

  1. vi) Research economies;

Large firms can afford to carry out research into better methods of production and marketing.(Research is necessary because of the increased competition in the business world today) This improves the quality of the products and increases the sales and profits made by the firm.

  1. Staff welfare economies;

Large firms can easily provide social amenities to their employees including recreations, housing, education, canteens and wide range of allowances. These amenities work as incentives to boost the morale of the employees to work harder and increase the quality and quantity of output. This leads to higher sales and profits.

  1. Inventory economies

A large sized firm can establish warehouses to stock raw materials and therefore enjoy large stocks of raw materials for use when the raw materials are in short supply.Thus, the firm can avoid production stoppages that can be occasioned by shortages of the raw materials. The suppliers of such material may be sold at a higher price to realize profit.

External economies of scale;

External economies of scale are those benefits which accrue to a firm as a result of growth of the whole industry. They are realized by a firm due to its location near other firms. They include;

  1. Easier access to labour; Where many firms are located in one area a pool of labour of various skills is usually available. Therefore firms relocating to the area find it easy to obtain.
  2. Improved/efficient infrastructure; Usually where many firms are located, infrastructure would be highly developed e.g. roads, power, water and communication facilities. Firms relocating in that area thus enjoy the services of infrastructure already in place.
  3. Firms may be able to dispose off their waste product easily
  4. Ready market may be available from the surrounding firms
  5. Readily available services such as banking, insurance and medical care
  6. Adequate supply of power due to large volume of consumption e.t.c

 

 

Diseconomies of scale

A firm cannot continue to expand indefinitely or without a limit.As a firm grows or industry expands, the benefits the firm can reap or get from such growth or expansion have a limit.

Any further expansion in the scale of production beyond the limit will actually create negative which would increase the cost of production.

The negative effects to a firm due to its size or scale of production are referred to as diseconomies of scale.

Diseconomies of scale are therefore the problems a firm experiences due to expansion.

Sources of diseconomies of scale

Diseconomies of scale may arise from;

  1. Managerial functions which become increasingly difficult to perform as the firm expands. Communication and consultations take more time than before.
  2. Changing consumer tastes which may not be fulfilled immediately because decision-making may take too long.
  3. Increase in the costs of transporting raw materials, components and finished products.
  4. Labour unrest or disputes and lack of commitment from the employees because they are not involved in decision making
  5. Stoppage of production process when disputes arise since all production stages are interdependent and labour specialized.
  6. Lack of adequate finances for further expansion of the firm.

There are two forms of diseconomies of scale fiz internal diseconomies and external diseconomies of scale.

 

Internal diseconomies of scale

These are the problems a firm experiences as a result of large scale production due to its persistant growth. They include;

  1. Managerial diseconomies of scale

These are the losses which may arise due to the failure of management to supervise and control the operations properly. This may be because the firm is large resulting into;

  1. Difficulties in controlling and coordinating the departments leading to laxity among employees.
  2. Difficult in decision making and communication and co-ordination between management and workers. Delays in decision making means lost opportunities.
  3. Impersonal relationship between management and workers, and staff problems not easily established which could lead to low morale, disputes, unrests/skills.
  4. An increase in management tasks leading to increase in number and impact of risks i.e. any error in judgement on the part of management may lead to big losses.

 

  1. Marketing diseconomies of scale

These are losses which may arise due to changes in consumer tastes. These may be as a result of;

  1. A change in tastes leading to fall in demand for the firms products. A large firm may find it difficult to immediately adjust to the changes in the tastes of consumers, hence it will experience fall in its scale.
  2. An increase in the scale of production, which leads to higher demand for factor of production such as labour, raw materials and capital. This will result into higher prices for them. This will push up the prices of the goods and services produced, which will cause a fall in sales.

 

  • High overhead costs

When the output of a firm increases beyond a certain limit, some factors may set in to increase the average costs.e.g the overhead costs incurred in production and marketing activities may increase. This is because firms may intensify their promotional campaign, incur heavy transport expenses and be forced to offer generous discounts in an effort to attract more clients. All these are factors that may increase overheads without any corresponding increase in real benefits to the firm.

  1. Financial diseconomies of scale

These are losses which may arise due to a firm’s inability to acquire adequate finances for its expansion. This will prevent the firm from expanding further thereby limiting its capacity to increase the volume of its output.

External diseconomies of scale

These are demerits that affirm experiences as a result of growth of the entire industry. These include;

-scramble for raw materials

-inavailability of land for expansion

-scramble for available labour

-competition for available market

-easy targets especially in times of war.

Existence of small firms in an economy

As the firm grows in size, its scale of production increases.However, many firms remain small even though they face stiff competition from larger firms. Some of the reasons for existence of small scale firms include;

  1. Size of the market

Large scale production can only be sustained by a high demand for a product. If the demand for a product is low, it may not be advisable for a firm to produce on a large scale, hence it will remain small.

  1. Nature of the product;

The nature of the product sometimes makes it impossible to produce in large quantities e.g. personal services e.g. hairdressing, painting or nursing can only be provided by an individual or a small firm.

  1. Simplicity of organization

Small firms have the considerable advantage of simplicity in organization. They avoid bureaucracy, wastage and managerial complexity associated with large scale organizations.

Where a firm intends to take advantage of simplicity, the proprietor may maintain its small firm.

 

  1. Flexibility of small firms

Small firms are flexible i.e. one can easily switch from one business to another where an owner of a business wishes to maintain flexibility so as to take advantage of any new opportunity, he/she may have to maintain a small firm.

  1. Quick decision making

In a situation where proprietors want to avoid delay in decision-making, they may opt to maintain a small business as this would involve less consultation.

  1. Belief that a small firm is more manageable

Many small businesses have the potential of expansion, yet their owners prefer to have them remain small believing that big businesses are difficult to run.

  1. Rising costs of production

In situations where production costs rise too fast, such that diseconomies of scale set is very early, the firm has to remain small.

  1. Need to retain control

In order to retain control and independence, the owners of the firm may wish to keep it small.

  1. Legal constraints/Government policy

In some situations, the laws may restrict the growth of a firm. In such circumstances the existing firms remain small.

  1. Small capital requirements

As opposed to large scale firms, small firms require little amounts of capital to start and operate.

Implication of production activities on environmental and community health

As production activities take place in a given area, the environment and the health of the community around may be adversely affected by these activities. Some of these effects include;

  1. Air pollution

This is caused by waste which is discharged into the atmosphere leading to contamination of the air. Such waste may be in funs of industrial emissions and toxic chemicals from the firms. These pollutants cause air-borne diseases. Acid rain due to such emission may also affect plants.

 

 

 

 

 

 

 

 

 

 

 

 

  1. PRODUCT MARKET

The term ‘market’ is usually used to mean the place where buyers and sellers meet to transact business. In Business studies, however, the term ‘market’ is used to refer to the interaction of buyers and sellers where there is an exchange of goods and services for a consideration.

NOTE: The contact between sellers and buyers may be physical or otherwise hence a market is not necessarily a place, but any situation in which buying and selling takes place. A market exists whenever opportunities for exchange of goods and services are available, made known and used regularly.

Definition:

  • Product market; Is a particular market in which specific goods and services are sold and with particular features that distinguish it from the other markets.

-The features are mainly in terms of the number of sellers and buyers and whether the goods sold are homogeneous or heterogeneous

-Product market is also referred to as market structure.

-Markets may be classified according to the number of firms in the industry or the type of products sold in them..

TYPES OF PRODUCT MARKET

The number of firms operating in a particular market will determine the degree of competition that will exist in a given industry. In some markets there are many sellers meaning that the degree of competition is very high, where as in other markets there is no competition because only one firm exists.

When markets are classified according to the degree of competition, there are four main types, these are;

  • Perfect competition
  • Pure monopoly(monopoly)
  • Monopolistic competition
  • Oligopoly

PERFECT COMPETITION

The word ‘perfect’ connotes an ideal situation.

This kind of situation is however very rare in real life; a perfect competition is therefore an hypothetical situation.

This is a market structure in which there are many small buyers and many sellers who produce a homogeneous product. The action of any firm in this market has no effect on the price and output levels in the market since its production is negligible.

Feature of Perfect Competition

  • Large number of buyers and sellers: The buyers and sellers are so many that separate actions of each one of them have no effect on the market. This implies that no single buyer or seller can influence the price of the commodity. This is because a single firms (sellers) supply of the product is so small in relation to the total supply in the industry. Similarly; the demand of one buyer is so small compared to the total demand of one buyer is so small compared to the total demand in the market that he/she cannot influence the price.

Firms (suppliers) in such a market structure are therefore price takers i.e. they accept the prevailing market price for their products.

  • Identical or homogeneous products; Commodities from different producers are identical in all aspects e.g. size; brand and quality such that one cannot distinguish them. Buyers cannot therefore show preference for the products of one firm over those of the other.
  • Perfect knowledge of the market; Each buyer and seller has perfect knowledge about the market and therefore no one would effect business at any price other than the equilibrium price (market price).If one firm raises the price of its commodity above the prevailing market price, the firm will make no sale since consumers are aware of other firms that are offering a lower price i.e. market price. All firms (sellers) are also assumed to know the profits being made by other firms in the industry (in selling the product)
  • Freedom of entry or exit in the industry; The buyers and sellers have the freedom to enter and leave the market at will i.e. firms are free to join the market and start production so long as the prevailing market price for the commodity guarantees profit. However if conditions change the firms are free to leave in order to avoid making loss.

In this market structure, it is assumed that no barrier exists in entering or leaving the industry.

  • Uniformity of buyers and sellers; All buyers are identical in the eyes of the seller. There are therefore, no advantages or disadvantages of selling to particular buyers. Similarly, all the sellers are identical and hence there would be no special benefit derived from buying from a certain supplier.
  • No government interference; The government plays no part in the operations of the industry. The price prevailing in the market is determined strictly by the interplay of demand and supply. There should be no government intervention in form of taxes and subsidies, quotas, price controls and other regulations.
  • No excess supply or demand; The sellers are able to sell all what they supply into the market. This means that there is no excess supply. Similarly, the buyers are able to buy all what they require with the result that there is no difficult in supply.
  • Perfect mobility of factors of production; The assumption here is that producers are able to switch factors of production from producing one commodity to another depending on which commodity is more profitable to sell. Factors of production are also freely movable from one geographical area to another.
  • No transport costs; The assumption here is that all sellers are located in one area, therefore none of them incurs extra transport costs or carriage of goods. The sellers cannot hence charge higher prices to cover the cost of transport. Buyers, on the other hand, would not prefer some sellers to others in an attempt to cut down on transport costs.

NOTE: The market (perfect competition) has normal demand and supply curves. The individual buyers demand curve is however; perfectly elastic since one can buy all what he/she wants at the equilibrium price. Similarly, the individual sellers supply curve is also perfectly elastic because one can sell all what he/she produces at the equilibrium price.

Perfect competition market hold on the following assumptions;

  • There are no transport costs in the industry
  • Buyers and sellers have perfect knowledge of the market
  • Factors of production are perfectly mobile
  • There is no government interference

Examples of perfect competitions are very difficult to get in the real life but some transactions e.g. on the stock exchange market, are very close to this.

Criticism of the concept of perfect competition

In reality, there is no market in which perfect competition exists. This is due to the following factors:

  • Very few firms produce homogenous products. Even if the products were fairly identical, consumers are unlikely to view them as such.
  • In real situations, consumers prefer variety for fuller satisfaction of their wants; hence homogenous products may not be very popular in these circumstances.
  • There is a common tendency towards large-scale operation. This tendency works against the assumption of having many small firms in an industry.
  • Firms are not found in one place to cut down on transport costs as this market structure requires.
  • Governments usually interfere in business activities in a variety of ways in the interest of their citizens. The assumption of non-interference by the state is therefore unrealistic in real world situations.
  • Information does not freely flow in real markets so as to make both sellers and buyers fully knowledgeable of happenings in all parts of a given market.

MONOPOLY

A monopoly is a market structure in which only one firm produces a commodity which has no close substitutes.

Some of the features in this market structure are;

  • One seller or producer; supplying the entire market with a product that has no close substitute consumers therefore have no option but to use the commodity from the monopolist to satisfy their need.
  • Many unorganised buyers; in the market the buyers compete for the commodity supplied by the monopoly firm.
  • The monopoly firm is the industry; because it supplies the entire market, the firms supply curve is also the market supply curve, and the demand curve of the firm is also the market demand curve.
  • Entry into the market is closed; such barriers are either put by the firm or they result from advantages enjoyed by the monopoly firm e.g. protection by the government.
  • Huge promotional and selling costs; are incurred in order to expand the market base and to maintain the existing market. This also helps to keep away potential competitors.
  • The monopoly firm is a price maker or a price giver; the firm determines the price at which it will sell its output in the market. It can therefore increase or reduce the price of its commodity, depending on the profit it desires to make.
  • Price Discrimination is may be possible; This is a situation where the firm charges different prices for same commodity in different markets.

Price discrimination may be facilitated by conditions such as;

  • Consumers being in different markets such that it is difficult for one to buy the product in the market where it is cheaper.
  • The production of the commodity is in the hands of a monopolist.
  • Market separation.

Market separation may be based on the following factors;

  • Geographical; Goods may be sold at different prices in different markets.
  • Income; Seller may charge different prices for his/her products to different categories of consumers depending on their income.
  • Time; a firm may sell the same commodity at a higher price during the peak period and lower the price during the off peak period.

Sources of monopoly power

  • Control of an important input in production; A firm may control a strategic input or the entire raw materials used in the production of a commodity. Such a firm will easily acquire monopoly by not selling the raw materials to potential competitors.
  • Ownership of production rights; Where the right to production or ownership of commodity i.e. patent rights, copyrights and royalties belong to one person or firm, then, that creates a monopoly. Similarly if the government gives licence to produce a commodity to one firm, then this will constitute a monopoly.
  • Internal economies of scale; The existence of internal economies of scale that enable a firm to reduce its production costs to the level that other firms cannot will force these other firms out of business leaving the firm as a monopoly.
  • Size of the market; where the market is rather small and can only be supplied profitably by one firm.
  • Additional costs by other firms; A firm may enjoy monopoly position in a particular area if other firms have to incur additional costs such as transport in order to sell in the area. These additional costs may increase the prices of the commodity to the level that it becomes less attractive hence giving the local firm monopoly status.
  • Where a group of firms combine to act as one; Some firms may voluntarily combine/amalgamate or work together for the purpose of controlling the market of their Examples are cartels
  • Restrictive practices; A firm may engage in restrictive practices in order to force other firms of business and therefore be left as a monopoly. Such practices may include limit pricing i.e. where a firm sells its products at a very low price to drive away competitors.
  • Financial factors; where the initial capital outlay required is very large, thereby preventing other firms from entering the market.
  • Government Policy ;Where the government establishes a firm and gives it monopoly power to produce and sell ‘cheaply’

Advantages of monopoly

  • A monopoly is able to provide better working conditions to employees because of the high profits realised
  • In some monopolies, high standards of services/goods are offered
  • Monopolies always enjoy economies of scale. This may help the consumer in that the goods supplied by a monopoly will bear lower prices.
  • A monopolist may use the extra profit earned to carry out research and thus produce higher quality goods and services.
  • The consumer is protected in that essential services such as water and power supply is not left to private businesses who would exploit the consumers.

Disadvantages of monopoly

  • A monopolist can control output so as to charge high prices
  • Consumers lack freedom of choice in that the product produced by a monopoly has no substitute
  • Low quality products may be availed to consumers due to lack of competition.

 

MONOPOLISTIC COMPETITION

Monopolistic competition is a market structure that falls within the range of imperfect competition i.e. falls between perfect competition and pure monopoly. It is therefore a market structure that combines the aspects of perfect competition and those of a monopoly.

Since it is not possible to have a market that is perfectly competitive or a market that is pure monopoly in real world, all market structures in real world lie between the two and are thus known as imperfect market structures.

In a monopolistic market, there are many sellers of a similar product which is made to look different. This is known as product differentiation. These similar products are made different through packaging, design, colour, branding e.t.c

The following are the assumptions of a monopolistic competition.

  • A large number of sellers; Who operate independently.
  • Differentiated products; Each firm manufactures a product which is differentiated from that of its competitors, yet they are relatively good substitutes of each other. The differences may be real in that different materials are used to make the product or may be imaginary i.e. created through advertising,branding,colour,packaging e.t.c
  • No barriers to entry or exit from industry; There is freedom of entry into the industry for new firms and for existing firms to leave the industry.
  • Firms set their own prices; The prices are set depending on the costs incurred in production and the demand in the market.
  • No firm has control over the factors of production; Each firm acquires the factors at the prevailing market prices.
  • Presence of non-price competitions; Since products are close substitutes of each other, heavy advertising and other methods of product promotion are major characteristics of firms in monopolistic competition.
  • Buyers and sellers have perfect knowledge of the market.

OLIGOPOLY

This is a market structure where there are few firms. The firms are relatively large and command a substantial part of the market. It is a market structure between the monopolistic competition and monopoly.

Types of Oligopoly

Oligopoly may be classified according to the number of firms or the type of products they sell. They include;

  • Duopoly; This refers to an oligopoly market structure which comprises of two firms. Mastermind Tobacco and British American Tobacco (BAT) are examples of duopoly in Kenya.
  • Perfect/Pure oligopoly refers to an oligopolistic market that deals in products which are identical. Examples of pure oligopoly are companies dealing with petroleum products such as oil Libya, Caltex, Total, Shell, National Oil, Kenol and Kobil. These firm sell products which are identical such as kerosene, petrol and diesel.
  • Imperfect/Differentiated Oligopoly; this is an oligopolistic market structure where firm have products which are the same but are made to appear different through methods such as packaging, advertising and branding.

Features of oligopoly

  • Has few large sellers and many buyers.
  • The firms are interdependent among themselves especially in their output and pricing.
  • Non-price competition, firms are in a position to influence the prices. However, they try to avoid price competition for the fear of price war.
  • There is barriers to entry of firms due to reasons such as; requirement of large capital, Ownership of production rights, control over crucial raw materials, Restrictive practices etc
  • High cost of selling through methods of advertisement due to severe competition.
  • Products produced are either homogeneous or differentiated.
  • Uncertain demand curve due to the inter-dependence among the firms. Hence the shifting of the demand curve is not definite.
  • There is price rigidity i.e once a price has been arrived at in an oligopolistic market, it tends to remain stable.

This feature explains why a firm in oligopolistic market faces two sets of demand curves resulting to a Kinked Demand Curve. One curve, for prices above the determined one, which is fairly gentle and the othere curve for prices below the determined one which is fairly steep.

 

 

 

 

 

 

 

 

 

THE KINKED DEMAND CURVE

 

 

  1. i) The kinked demand curve illustrates the rigidity price behaviour oligopolists.
  2. ii) The curve has two parts with different elasticities: AB is elastic and BC is inelastic.

iii) Sellers cannot increase price from price OPo to OP1 because the Quantity bought will decrease (fall).

  1. iv) The sellers cannot reduce price from OP1 to OP2 because very little amount will

increase in demand.

  1. The sellers will stick to price OPo because it is the most profitable and most popular to both sellers & buyers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. CHAIN/CHANNELS OF DISTRIBUTION

Introduction

  • Channels of distribution are the paths that goods and or services follow from the producers to the final users.
  • The persons involved in the distribution of goods from the producer to consumer are called middlemen or intermediaries.
  • There are different channels that different products follow. Some of the channels include the following:
  • Producer agent      wholesaler      retailer
  • Producer co – operative society    marketing board      wholesaler     retailer
  • Producer marketing board      wholesaler     retailer
  • Producer wholesaler      retailer
  • Producer wholesaler       consumer
  • Producer retailer      consumer
  • Producer  consumer

Costs incurred by middlemen while distributing goods

  • Buying costs. They incur this cost by paying for them from the producers or other middlemen.
  • Transport cost. Some middlemen do transport goods from the producer to other middlemen or to the final users.
  • Storage costs. Middlemen do keep the goods until their demand arises. This will therefore require them to hire or construct their own warehouses.
  • Advertising or marketing costs. Some middlemen do carry out marketing of goods on behalf of the producers and other middlemen. In the process, they pay for such services.
  • Insurance costs. Middlemen do insure the goods they are trading in to ensure compensation in the event of loss.
  • Operation costs. Middlemen just like other businesses do incur operating costs such as salaries to employees, electricity, maintenance among others.
  • Preparation costs. Some middlemen to prepare goods before they are sold to the consumers. Such activities include packing, assembling and blending. They have to meet such costs on behalf the producer, other middlemen and consumers.

CHANNELS OF DISTRIBUTING VARIOUS PRODUCTS (refer to Inventor book three pages 50 to 53)

ROLES OF MIDDLEMEN

The following are some the roles performed by middlemen in the chain of distribution

  • Bulk accumulation (assembling). They similar goods from different producers in small quantities and then offering the large amount gathered to buyers who may want to buy in large volumes.
  • Reducing transactions. The interactions between the producers and the consumers will be reduced since the middlemen are the ones who will be communicating to the consumers.
  • Bulk breaking. They buy in large quantities and then sell in small quantities as desired by the consumers.
  • Risk taking. They assume all the risks related with the movement of goods from the producers to the consumers. Such risks include theft, damages, loss due to bad debts.
  • Finance provision. Middlemen provide finance to the producers by buying goods in large quantities and paying for them in time.
  • Provision of information. Middlemen gather market information from the consumers then pass to the producers who in turn produce goods in line with the tastes of consumers.
  • Marketing/product promotion. Middlemen are involved in marketing of goods hence stimulating the interest of consumers.
  • Provision of transport. Middlemen do transport goods from the producers up to the where the consumers can access them. Both the producers and consumers are hence relieved of transport costs.
  • Storage
  • Variety provision
  • Availing goods to consumers

FACTORS TO CONSIDER BEFORE SELECTING A DISTRIBUTION CHANNEL

Factors that influence the choice of a distribution channel include the following:

  • Product nature. Perishable products should be sold directly to the consumers because delays may result to losses since they go bad fast. In addition, bulky products need direct selling in order to reduce transportation and stock handling costs.
  • Nature of the market. Where the market is concentrated in one area, direct selling is appropriate. A longer channel of distribution is preferred where the market is widely spread.
  • Role of intermediary. The channel chosen should be able to perform the services related to the product being sold e.g. for technical goods, the middleman should be able to offer technical support to the customers.
  • Resources and size of the firm/producer. If the producer is small, then direct selling would be appropriate. Large firms with sufficient financial resources can opt for long channels of distribution.
  • Channels used by competitors. If a firm wants its products to compete with those of the competitors, then is it prudent to use similar channels. A firm that wants to avoid competition should use a different channel of distribution.
  • Government policy. The channel chosen should be able to meet government regulations such as all middlemen distributing pharmaceutical products must be recognized by the relevant government bodies (Pharmacy and Poisons Board).
  • Marketing risks. In the event the firm wants to avoid risks related to distribution, it will opt for middlemen.

 

Questions

  • State four channels for distributing imported goods.
  • Explain five factors that can influence the choice of a channel of distribution.
  • Outline five costs incurred by middlemen in the distribution process.
  • Describe the roles played by middlemen in the distribution chain.
  • Outline the circumstances under which a producer would sell directly to consumers.

 

 

 

 

 

 

 

 

  1.   NATIONAL INCOME
  • This is the total income received by the providers/owners of the factors of production in a given country over a given time period.

Terms used in national income

  • Gross Domestic Product (GDP). This is the total monetary value of all goods and services produced in a country during a particular year. Such goods and services must have been produced within the country.
  • Net Domestic Product (NDP). This is the GDP less depreciation. Depreciation is the loss in value of the assets such as machines used in the production of goods and services.
  • Gross National Product (GNP). This measures the total monetary value of all the goods and services produced by the people of a country regardless of whether they in or outside the country. It takes into account exports and imports. The difference between exports and imports is called net Factor Income from abroad. GNP therefore is the sum of GDP and net factor income from abroad.
  • Net National Product (NNP). This recognizes the loss in value of the capital used in the production of goods. Capital here refers to capital goods. NNP is the difference between GNP and the depreciation.
  • Per capita income. This is the average income per head per year in a given country. It is also the national income divided by the population of the country.

CIRCULAR FLOW OF INCOME

  • This is the continuous movement of income between the households (providers of factors of production) and the firms (producers of goods and services).
  • The factors of production are received from households.
  • The firms pay the rewards of such factors to the households (expenditure to the firms and income to the households).
  • The households in turn use the income to buy the goods and services produced by the firms (expenditure to households and income to firms).

Assumptions/features of circular flow of income

  • Existence of two sectors only. It is assumed that the economy has only two sectors that is households and firms. The households provide the factors of production while firms are involved in the production of goods and services.
  • Total spending by households. It is assumed that the households spend all their income on the goods and services produced by the firms i.e. no savings.
  • Total spending by the firms. It is assumed that the firms spend the money received from the sale of goods and services to pay for the rewards of production factors.
  • Lack of government intervention. The government does not influence how the firms and households carry out their activities. Such interventions are in the form of taxes, price controls among others.
  • Closed economy. Exports and imports do not exist in such an economy.

Factors affecting the circular flow of income

  • The factors can either lead to increase in income and expenditure (injections) or lead to a reduction in the volume of flow (withdrawals).

 

The factors include the following:

  • This takes place when the households do not spend all their income on the purchase of goods and services. This reduces the income to be received by firms hence savings is a withdrawal from the circular flow of income.
  • Taxation reduces the amount of money available for spending therefore it is a withdrawal/leakage from the circular flow of income.
  • Government expenditure. The government may buy goods from the firms or provide subsidies. This will translate in to an injection into the circular flow of income.
  • When firms put more capital into the production, output will increase hence an increase in income (injection).
  • When goods and services are bought from other countries, money will be spent hence a reduction in the circular flow of income (withdrawal).
  • Through exports, a country is able to receive money from other countries (injections)

Injections

  • Investments
  • Government spending
  • Exports

Withdrawals

  • Savings
  • Taxation
  • Imports

APPROACHES USED IN MEASURING NATIONAL INCOME

  • Expenditure Approach.

National income is arrived at summing expenditure on all final goods and services (that have reached the final stage of production). Such expenditure is divided into:

  • Expenditure on consumer goods ( C)
  • Expenditure on capital goods (I)
  • Expenditure by government (G)
  • Expenditure on net exports (X – M)

Therefore national income = C+I+G+(X – M)

Problems associated with expenditure approach

  • Lack of accurate records particularly in the private sector.
  • Approximation of expenditure of the subsistence sector.
  • Difficulty in differentiating between final expenditure and intermediate expenditure
  • Double counting may exist
  • Fluctuating exchange rates may cause problems in the valuation of imports and exports.
  • Income approach
  • In this method, the national income is arrived at by summing all the money received by those who participate in the production of goods and services.
  • Such incomes are in the form of rewards to the production factors (wages, rent, interest and profits).
  • Public income is also taken into account i.e. it is the income received by the government from its investments (Parastatals, joint ventures).
  • Transfer payments are excluded since they represent a redistribution of incomes from those who have earned them to the recipient’s e.g.
  • National insurance schemes.

Problems related to this method

  • Determination of what proportion of transfer payments constitute in the income of a country.
  • Inaccurate data may exist since business people may not tell the truth about their income in order to evade tax.
  • Price fluctuations may make national income determination difficult.
  • Income from illegal activities is not captured.
  • Valuation of income from subsistence economy may be difficult e.g. housewives.

Assignment: Read and make short notes on Output approach (refer to Inventor book three pages 65 – 66).

USES OF NATIONAL INCOME STATISTICS

  • Indicators of standards of living. If the national income is equitably distributed, then the standards of living will be high.
  • Measuring economic growth. The statistics of one year are compared with previous year to show whether there is improvement or not.
  • Inter country comparison. They are used to compare the economic welfare among countries hence knowing which country is better off and by how much. However, the following challenges may be faced when carrying the comparisons: different in currencies, different goods and services, disparity in income distribution and difference in tastes and preferences.
  • Investment decisions. They assist the government and other investors to know the sectors to

put their money. The statistics provide relevant information concerning the performance of each sector.

  • Basis of equitable distribution of income. The statistics can be used to spread income to the hands of majority of the citizens incase a few individuals control the economy.
  • Planning purposes. The statistics will show the contribution of each sector thus helping the government in allocating the funds to the various sectors.

Factors which influences the level of national income.

  • Quantity and quality of production. If the factors are more in terms of quantity of good quality, the output will be high hence increasing in national income.
  • State of technology. A country with high level of technology will produce goods in large volumes hence high national income.
  • Political stability. Countries which are relatively stable politically experience high production hence high national income level.
  • Accuracy of accounting systems. If the methods used to gather data are accurate, then the overall statistical figures will the accurate hence reliable.
  • Proportion of the subsistence sector. Subsistence sector’s output is not normally included in the statistical figures. If it represents a large proportion, therefore the national income level will be low.
  1. For other factors refer to Inventor book three pages 68 – 69.

Reasons why high per capita income is not an indicator of a better living standard in a country

  • Statistical problems. The collection of the national income data may be inaccurate meaning that the national income figures might be incorrect hence wrong per capita income.
  • Changes in money value. If the currency has been devalued, there can be change in the value of money without necessarily representing any changes in the welfare of the people.
  • Income distribution. The per capita may be high even though the income is in the hands of very few people thus it is not a representative of the majority.
  • Nature of products. If the products are not meant to satisfy immediate wants of the people, then an increase in per capita income may not lead to a higher economic welfare.
  • Peoples’ hard work and attitude. Increased national income may mean less sleep and more worries. People have no time to enjoy what they produce and their welfare may be low despite the rise in national income.
  • Social costs. People may migrate from rural areas to urban areas straining family relationships while an increase in industries may create pollution, congestion and other environmental disruptions.

Questions

  • State four problems encountered in comparing standards of living in different countries using national income statistics
  • Using a diagram, describe the circular flow of income.
  • Explain five factors that may influence the level of national income of a country
  • Outline four limitations of expenditure approach used in measuring national income.
  • Explain five reasons why high per capita income may not translate to better living standards in a country.
  • Describe five factors that affect the circular flow of income.

 

 

 

 

  1. POPULATION AND EMPLOYMENT

Introduction

Population refers to the number of human beings living in a particular region at a particular time.

The size of the population is ascertained through national headcount, which is referred to as a national census. It is an international requirement that each country must hold a national census at least every ten years.

Population issues are major concerns to business people because people are consumers of goods and services as well as providers of factors of production.

Basic concepts in population

  1. Fertility – this is defined as the ability of a woman to give birth to a live child.
  2. Fertility rate – refers to the average number of children born per woman during her child bearing years in a given population.

Factors that determine fertility rate

  • Literacy levels among women.
  • The marriage rate among people in the productive age bracket.
  • Cost of bringing up children.
  • Economic significance of a large family, e.g. children seen as a source of cheap labour e.t.c.
  • Cultural beliefs e.g. where many children were a source of prestige.
  • Availability of medical facilities.
  • Religious factors e.g. where some religions prohibits use of family planning
  1. Birth rate – refers to the number of live births per 1000 people per year. This is also referred to as crude birth rate and may be calculated as follows:

CBR= Number of Births    x 1000    

Total population

Factors that are likely to lead to high birth rates

  • Cultural practices e.g taking children as security during old age.
  • Early marriages prolomnging the woman’s reprodcutive life.
  • Children being seen as a sou=rce of cheap labour.
  • Where people are opposed to family planning methods
  • Ignorance- lack of knowledge to family planning methods
  • Religious beliefs which encourage large families and discourage use of family planning methods.

Factors that may lead to decline in birth rates

  • Delayed marriages dues to such things as staying in school for long period
  • Craving for high standards of living leading to people having few children
  • Where small families are considered fashionable
  • Use of family planning methods
  • Availability of retirement schemes making people to stop children as security in old age.
  1. Mortality/death rate – refer to the number of people who die per thousand people per year. Is also known as natural attrition rate and may be calculated as follows:

MR= Number of death   x 1000    

Total population

  1. Infant mortality rate- refers to the number of child deaths per thousand children below the age one year per annum.
  2. Population growth rate – refers to the rate at which the population of a country is increasing or decreasing. It can be calculated as follows.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. THE LEDGER

This is a special ledger which is used to record cash and cheque transactions.

It contains only the cash in hand and cash at bank (i.e. cash and bank) accounts

  • Nominal ledger

This ledger is used to record business expenses and incomes (gains).It contains all the nominal accounts.

  • Private ledger

This ledger is used in recording private accounts i.e. confidential and valuable fixed assets and the personal accounts of the proprietors such as capital accounts and drawing accounts.

  • The general ledger

The general ledger contains all other accounts that are not kept in any other ledger e.g. buildings, furniture and stock accounts.

-Personal accounts of debtors or creditors who do not arise out of sale or purchase of goods on credit are found in the general ledger e.g. debtors as a result of sale of fixed asset on credit and expense creditors.

  1. C) Private accounts

These are accounts that the business considers to be confidential and are not availed to everybody except the management and the owners.

-These accounts may be personal or impersonal.

-They include capital account, drawings accounts, trading, profit and loss accounts.

Types of ledgers

The following are the main types of ledgers that are used to keep the various accounts

  • The sales ledger (Debtors ledger)

This is the ledger in which accounts of individual debtors are kept.

-It is used to record the value of goods sold on credit and the customers to whom the credit sales are made, hence contains the personal names of the debtors.

-It is called a sales ledger because the accounts of debtors kept here in are as a result of sale of goods on credit. An account is kept for each customer to which is debited the value of credit sale. Payment made by the debtor are credited to the account and debited in the cash book.

  • Purchases ledger(creditors ledger)

The purchases ledger contains accounts of creditors i.e. contains the records of the value of goods bought on credit and the suppliers of such goods.

It is a record of the debts payable by the business due to credit purchases.

An account is kept for each creditor to the credit side of which is posted the value of.

  1. b) Impersonal accounts

This category of ledger accounts includes all other accounts that are not personal in nature e.g. buildings, purchases, rent, sales and discounts received.

Impersonal accounts fall into two types

  • Real accounts
  • Nominal accounts
  • Real accounts; These are accounts of tangible assets or property e.g. buildings,land,furniture,fittings,machinery,stock,cash(at bank and in hand)e.t.c

These accounts are also used to draw up the balance sheet.

  • Nominal accounts; These are accounts of items that relate to gains and losses and whose balances at the end of the accounting period.

-All expenses, revenues, sales and purchases are hence nominal accounts.

-The main business expenses include purchases,sales,returns,insurance,stationary,repairs,depreciation,heating,discount allowed, lighting interests,printing,wages,rent,rates and advertising.     

The value of losses is included in the same side as the expenses when drawing up the final accounts though it is not an expense.   

-The income (revenues) include sales,returns,claims out, interest receivable, dividends receivable and commission receivable. Profit is usually categorised together with these incomes when drawing up the final accounts.

Classification of ledger accounts

Many businesses handle few transactions, hence they have few records to keep. Their accounts can thus be kept in a single ledger referred to as the general ledger

As a business grows the volume of transactions increases. This single ledger, therefore, becomes very bulky with accounts and it becomes difficult to make reference to it.

In order to simplify the recording of transactions and facilitate reference to the accounts, ledger accounts are usually classified and each category kept in a special ledger.

NOTE (i) Since many transactions are cash transactions which are normally recorded in the bank and cash accounts a need arises to remove them from the main/general ledger to a separate ledger called the cash book.

(ii)  The number of ledgers kept depends on the size of the business.

Classes of accounts

All accounts can be classified into either personal or impersonal accounts.

  • Personal accounts

-These are account of persons

-They relate to personal, companies or associations.

-They are mainly accounts of debtors and creditors.

 

NOTE: capital account is the proprietors personal account, showing the net worth of the business hence it is a personal account.

-The account balances of these accounts are used to draw up the balance sheet.

-In the ledger, the trial balance total is not affected.

Purpose of a trial balance

The purpose of a trial balance include;

  • Checking the accuracy in the ledger accounts as to whether;

i-The rule of double entry has been adhered to or observed/ complied with.

ii-There are arithmetical errors in the ledger accounts

  • Gives a summary of the ledger i.e. summary of the transactions which have taken place during a given period
  • Provide information (account balances) for preparing final accounts such as the trading account, profit and loss account and the balance sheet.
  • Test whether the ledger account balances have been posted to the right side of the trial balance.

Limitations of a trial balance

Even when the trial balance totals are equal, it does not mean that there are no errors made in the ledgers. This is because there are some errors that do not affect the trial balance.

A trial balance only assures the book keeper that the total of debit entries is equal to total credit entries. The errors that do not affect the trial balances are;

  • Error of total omission; This occurs when a transaction takes place and nothing about it is recorded in the books of accounts i.e. it is completely omitted such that neither a credit nor a debit entry is made in the ledgers.
  • Error of original entry; this occurs where both the debit and credit entries are made using similar but erroneous figures. As the wrong amount is recorded in the two accounts.
  • Error of commission; This occurs where double entry is completed but in the wrong persons accounts especially due to a confusion in names e.g. a debit entry of shs.2000 was made in Otieno’s account instead of Atieno’s account.
  • Compensating errors; These are errors whose effects cancel out e.g. over debiting debtors account by sh.300 and under debiting cash account by sh.300.
  • Complete reversal of entries; This occurs where the account to be debited is credited and the account to be credited is debited e.g. the sale of goods to Lydia on credit may be recorded as follows;

 

Dr.sales a/c

Cr.Lydius a/c              instead of

 

 

Dr.Lydius a/c

Cr.sales a/c

 

  • Error of principle; This is where a transaction is recorded in the wrong account of a different class from the correct one e.g. repairs of machinery was debited in the machinery instead of debiting the repairs account.

TRIAL BALANCE

-A trial balance is a statement prepared at a particular date showing all the debit balances on one column and all the credit balances on another column.

NOTE: A trial balance is not an account but merely a list of assets, expenses and losses on the left and capital liabilities and incomes (including profits) on the right.

-The totals of a trial balance should agree if the double entry has been carried out correctly and there are no arithmetic errors both in the ledger as well as in the trial balance itself.

-If the two sides of a trial balance are not equal, it means there is an error or errors either in the trial balance or in the ledger accounts or in both.

 

Errors that may cause a trial balance not to balance

  • Partial omission; A transaction was recorded on only one account i.e. a debit or a credit entry might have been omitted in one of the affected accounts.
  • Transfering (posting); a wrong balance to a trial balance.
  • Different amounts for the same transaction might have been entered in the accounts(Amount Dr.different from amount cr)
  • Failure to post a balance to the trial balance (omission of a balance from the trial balance.
  • Posting a balance to the wrong side of the trial balance
  • Recording a transaction on the same side of the affected accounts(partial reversal entry)
  • Arithmetic mistakes might have been made when balancing the ledger accounts
  • Arithmetic errors in balancing the trial balance

Chuka TVC Courses, Contacts, Fees, Location

Chuka Technical and Vocational College (CHUKA TVC) is located in Tharaka Nithi County, Kenya. It’s situated 8 kilometers from Chuka Town and 5 kilometers off the Chuka-Kaanwa road, towards the Tharaka Nithi County headquarters in Kathwana. The college is in the Mariani Ward, specifically at Mwanjati. 

Here’s a more detailed overview: 
  • County: Tharaka Nithi County.
  • Sub-county: Chuka Igambang’ombe Sub County.
  • Town: Chuka Town.
  • Distance from town: 8 kilometers from Chuka Town.
  • Specific Location: 5 kilometers off the Chuka-Kaanwa road towards Kathwana.
  • Ward: Mariani Ward.
  • Area: Mwanjati.

The institution is registered with the Technical and Vocational Education and Training (TVET) Authority and is listed on the KUCCPS website. It is a government TVET institution under the Ministry of Education, State Department for Technical, Vocational Education and Training.

Chuka Technical and Vocational College Contacts

To contact Chuka Technical and Vocational College (Chuka TVC), you can use the following methods:
  • Phone:
    Call them at 0717 694 181

  • Email:
    Send an email to [email protected],

  • Postal Address:
    You can send mail to P.O Box 753 – 60400 Chuka,

  • Location:
    The college is located 8km along the Chuka Kareni (Kathwana) road, 5km off Kaanwa market towards Mwanjati in Tharaka Nithi County,

Chuka TVC Courses offered

Chuka Technical and Vocational College (CTVC) offers a variety of courses in areas like Engineering, Business, and AgricultureSpecific programs include Certificate and Diploma courses in areas such as Mechanical Engineering, Building and Civil Engineering, Electrical Engineering, Business Management, and Agriculture. 

The TVC offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):

  1. Diploma In Quantity Survey
  2. Diploma In Mechanical Engineering ( Plant)
  3. Diploma In Supply Chain Management
  4. Diploma In Business Management
  5. Certificate In Building Construction Technology
  6. Craft In Building Technology
  7. Certificate In Business Management
  8. Diploma In Human Resource Management
  9. Certificate In Information Communication Technology
  10. Diploma In Land Surveying
  11. Diploma In Mechanical Engineering (Production Option)
  12. Electrical Installation Level 5
  13. Craft In Electrical And Electronics Engineering (Power)
  14. Agripreneurship Level 5
  15. Ict Technician Level 6
  16. Diploma In Building Technology
  17. Certificate In General Agriculture
  18. Building Technology Level 5
  19. Certificate In Mechanical Engineering (Production Option)
  20. Craft Certificate In Plumbing Level 5
  21. Craft In Secretarial Single And Group Studies
  22. Certificate In Social Work And Community Development
  23. Certificate In Supply Chain Management
  24. Agripreneurship Level 6
  25. Gradeiiii In Hairdressing
  26. Building Artisan (Masonry) Level 4
  27. Fashion And Design Level 4
  28. Artisan In Electrical Installation
  29. Electrical Installation – Level 4 (Cbet)
  30. Artisan Masonry
  31. Artisan In Plumbing Level 4
  32. Artisan Welding And Fabrication
  33. Artisan In Plumbing
  34. Office Administration Level 5
  35. Land Surveying Level 5
  36. Information Communication Technology Level 4
  37. Office Assistant Level 4
  38. Ict Technician Level 5
  39. Beauty Therapy Level 5
  40. Beauty Therapy Level 6
  41. Craft In Mechanical Engineering (Plant)
  42. Social Work And Community Development
  43. Mechanical Technician Production Level 5
  44. Sustainable Agriculture Level 5

Chuka TVC Courses Duration.

TVC (Technical and Vocational College) courses vary in duration, depending on the specific course. Generally, Craft Certificates take 1-2 years, while Diplomas can range from 2-3 yearsSome short courses, like welding or baking, may be completed in a few weeks or months. 

Examples of course durations:
  • Craft Certificate:
    • Building Technology: 1 year 6 months (Module I & II) 
    • Carpentry & Joinery: 2 years 
    • Plumbing: 3 months 
    • Welding & Fabrication: 8 weeks 
  • Diploma:
    • Building Construction Technology: 3 years 
    • Human Resource Management: 3 years 
    • General Agriculture: 3 years 
    • Automotive Engineering: 3 years 
  • Short Courses:
    • Welding/Fabrication: 12 weeks 
    • MIG Welding: 8 weeks 
    • TIG Welding: 8 weeks 
    • Cake Baking and Decoration: 2 months 
Factors affecting duration:
  • Level of the course: Certificates are typically shorter than Diplomas. 
  • Specific trade or field: Different trades may have varying durations. 
  • College or institution: Some institutions may have slightly different program structures. 
  • Intake schedule: Some courses have specific intake periods (e.g., January, May, September). 

Check the specific Course fees details here:

Chuka TVC online application

Applications and placement to the TVC are done through the Kenya Universities and Colleges Central Placement Service (KUCCPS) Portal. To apply for placement through KUCCPS, you need to access the student’s portal on the KUCCPS website and log in using your KCSE index number, year of examination, and passwordOnce logged in, you can explore available programs and institutions, and then submit your preferred choices. Start your application by clicking on this Kuccps Student Portal Link.
You can also apply directly to the institution for admission.
 
The Minimum requirements are: C- for diplomas, D+ for craft certificates and E for artisan courses. But, different Courses may have more specific requirements.

Chuka Technical and Vocational College Admission Letter.

You can get the admission letter to the TTI by visiting the Kuccps Student Portal, Instituion’s Website and by paying a physical visit to the Tertiary institution. But, the best, quickest and most convenient application method is via the Kuccps portal.

All Technical Training Institute Diploma, Certificate and Artisan Courses Fees 

Download the free pdf documents below that have complete details of all TTI Courses and their Fees per year:

TECHNICAL AND VOCATIONAL COLLEGE FEES STRUCTURE

The annual tuition fee for TVET courses at many Kenyan Technical and Vocational Colleges (TVCs) is Ksh 67,189This includes a government capitation of Ksh 30,000 per trainee, leaving a balance of Ksh 26,420 to be paid by the student, which can be paid in installments. Additionally, students may be eligible for a HELB loan of Ksh 40,000. Other potential costs include KUCCPS registration fees, industrial attachment fees, and examination fees. 

TVC Fees Structure Per Year.
TVC Fees Structure Per Year.
TECHNICAL AND VOCATIONAL COLLEGE FEES STRUCTURE
TECHNICAL AND VOCATIONAL COLLEGE FEES STRUCTURE

GOVERNMENT SCHOLARSHIP AND LOAN FOR TVC STUDENTS.

Following your placement, you are eligible for a Government scholarship, Loan and Bursary to assist with your educational expenses. If you need Government financial support, you MUST make an application for consideration through the official website www.hef.co.ke. In the case Government scholarship, Loan and bursary do not cover the entire cost of your program, the deficit will be met by your parent/guardian.

REQUIREMENTS FOR APPLICATION FOR TVC FUNDING

1. A valid email address
2. Valid telephone number (must be registered in your name to apply for a loan)
3. KCPE and KCSE index numbers and year of examination
4. Passport size photo
5. Copy of your National ID (for loan application)
6. College/University admission letter
7. Your parents’ registered telephone number
8. Your parents’ national ID number
9. Death certificate if any of your parents is deceased.
10. Your birth certificate.
11. Two guarantors’ (Can be your parents) ID numbers and registered telephone

DETAILS ON ALL TTI/ TVC INSTITUTIONS.

Ziwa Technical Training Institute Courses, Contacts, Fees, Location


Wote Technical Training Institute Courses, Contacts, Fees, Location


Tseikuru Technical Training Institute Courses, Contacts, Fees, Location


Thika Technical Training Institute Courses, Contacts, Fees, Location


Sotik Technical Training Institute Courses, Contacts, Fees, Location


Sot Technical Training Institute Courses, Contacts, Fees, Location


VTC Sikri Technical Training Institute Courses, Contacts, Fees, Location


Siala Technical Training Institute Courses, Contacts, Fees, Location


Shamberere Technical Training Institute Courses, Contacts, Fees, Location


Riragia Technical Training Institute Courses, Contacts, Fees, Location


Rift Valley Technical Training Institute Courses, Contacts, Fees, Location


PC Kinyanjui Technical Training Institute Courses, Contacts, Fees, Location


Ol’lessos Technical Training Institute Courses, Contacts, Fees, Location


Nkabune Technical Training Institute Courses, Contacts, Fees, Location


Njoro Technical Training Institute Courses, Contacts, Fees, Location


Ngeria Technical Training Institute Courses, Contacts, Fees, Location


Narok West Technical Training Institute Courses, Contacts, Fees, Location


Nairobi Technical Training Institute Courses, Contacts, Fees, Location


Musakasa Technical Training Institute Courses, Contacts, Fees, Location


Murang’a Technical Training Institute Courses, Contacts, Fees, Location


Mukurweini Technical Training Institute Courses, Contacts, Fees, Location


Mukiria Technical Training Institute Courses, Contacts, Fees, Location


Mitunguu Technical Training Institute Courses, Contacts, Fees, Location


Merti Technical Training Institute Courses, Contacts, Fees, Location


Matili Technical Training Institute Courses, Contacts, Fees, Location


Mathenge Technical Training Institute Courses, Contacts, Fees, Location


Godoma TTI TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


Mathenge TTI Admissions: Download Kuccps Admission Letters


Karen TTI Kuccps Course List, Requirements, Fees, Duration and Job Opportunities


Emining TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


Gitwebe TTI KUCCPS Courses, Requirements, Fees, Duration and Career Opportunities


kARUMO TTI Kuccps Course List, Requirements, Fees, Duration & Job Opportunities


Kaelo TTI Kuccps Courses, Fees, Duration, Requirements, Application Form & Job Opportunities


Bumbe TTI Latest Kuccps Course List, Requirements, Fees & Duration


Chepalungu TTI Latest Kuccps Course List, Requirements, Fees & Duration


Bushiangala TTI Latest Kuccps Course List, Requirements, Fees & Duration


Gitwebe TTI Latest Kuccps Course List, Requirements, Fees & Duration


Godoma TTI Latest Kuccps Course List, Requirements, Fees & Duration


Bureti TTI Latest Kuccps Course List, Requirements, Fees & Duration


Katine TTI Kuccps Course List, Requirements, Fees, Duration & Job Opportunities


Endebess TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Emurua Dikirr TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Ekerubo Gietai TTI College Latest Kuccps Course List, Requirements, Fees & Duration


Kuccps Final Course List for Ahmed Shahame Mwidani TTI; Course Codes, Fees, Requirements, Cluster Cut Off Points


Masai Technical Training Institute Courses, Contacts, Fees, Location


Mandera Technical Training Institute Courses, Contacts, Fees, Location


Koshin Technical Training Institute Courses, Contacts, Fees, Location


Konoin Technical Training Institute Courses, Contacts, Fees, Location


Kitelakapel Technical Training Institute Courses, Contacts, Fees, Location


Kiirua Technical Training Institute Courses, Contacts, Fees, Location


Kigumo Technical Training Institute Courses, Contacts, Fees, Location


Keroka Technical Training Institute Courses, Contacts, Fees, Location


Karumo Technical Training Institute Courses, Contacts, Fees, Location


Karen Technical Training Institute Courses, Contacts, Fees, Location


Kapchepkor Technical Training Institute Courses, Contacts, Fees, Location


Kaelo Technical Training Institute Courses, Contacts, Fees, Location


Godoma Technical Training Institute Courses, Contacts, Fees, Location


Gitwebe Technical Training Institute Courses, Contacts, Fees, Location


Endebess Technical Training Institute Courses, Contacts, Fees, Location


Emurua Dikirr Technical Training Institute Courses, Contacts, Fees, Location


Emining Technical Training Institute Courses, Contacts, Fees, Location


Chepalungu Technical Training Institute Courses, Contacts, Fees, Location


Bushiangala Technical Training Institute Courses, Contacts, Fees, Location


Bureti Technical Training Institute Courses, Contacts, Fees, Location


Bumbe Technical Training Institute Courses, Contacts, Fees, Location


Bondo Technical Training Institute Courses, Contacts, Fees, Location


Aldai Technical Training Institute Courses, Contacts, Fees, Location


Ahmed Shahame Mwidani Technical Training Institute Courses, Contacts, Fees, Location


KMTC CAMPUSES.

Kitale KMTC Admission, Courses, Fees, Location, Contacts


Kisumu KMTC Admission, Courses, Fees, Location, Contacts


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


KMTC list of all Campuses: Location, Admission, Courses, Fees Structure, Contact Details


Kilifi KMTC Campus Admission, Courses, Fees, Location, Contacts


Karuri KMTC Campus Location, Admission, Courses, Fees Structure, Contact Details


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


Kaptumo KMTC Admission, Courses, Fees, Location, Contacts


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


Kapkatet KMTC Admission, Courses, Fees, Location, Contacts


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


Kakamega KMTC Admission, Courses, Fees, Location, Contacts


Kabarnet KMTC Admission, Courses, Fees, Location, Contacts


Iten KMTC Admission, Courses, Fees, Location, Contacts


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


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


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


Gatundu KMTC Location, Admission, Courses, Fees Structure, and Contact Details


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


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


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


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


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


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


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


Bungoma KMTC Admissions, Courses, Fees, Location, Contacts


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


Bomet KMTC Admissions, Courses, Fees, Location, Contacts


KMTC Nyeri Campus: Courses, Fees, Location, Contacts and Programs plus Requirements


KMTC Kapenguria Campus: Courses, Fees, Location, Contacts and Programs plus Requirements

 

2013 KCSE CRE PAPER 1 MARKING SCHEME

CHRISTIAN RELIGIOUS EDUCATION (313)

4.10.1  Christian Religious Education Paper 1 (313/1)

  1. (a) The poetic books in the Bible

 

(i)            Job

(ii)           Psalms

(iii)          Proverbs

(iv)          Ecclesiastes

(v)           Song of Solomon.

 

 

 

 

 

 

5×1                         5 marks

 

(b)           Translation of the Bible from the original languages to local languages

(i)            The Old Testament was originally written in Hebrew.

(ii)           The New Testament was originally written in Greek.

(iii)          The Old Testament was translated from Hebrew into Greek.

(iv)          The entire Bible was translated into Latin by Jerome.

(v)                                             The Bible was translated directly from Hebrew and Greek into English by

William Tyndale.

(vi)                                    The Bible was translated into national languages of European countries during

the period of Reformation.

(vii)         It was translated from English into Kiswahili by Dr. Kraph.

(viii)                                   The Bible has been translated into other local languages by the Bible Society of

Kenya/individuals.

4×2                                                                                                                                                            8 marks

(c)           Ways in which Christians use the Bible to spread the Gospel today.

(i)            The Bible is the main source book for Christian sermons.

(ii)           It is used in the writing of Christian literature.

(iii)          The Bible is used when composing songs.

(iv)                                        It is used in the production of Christian movies/videos/radio programs/plays.

(v)           the Bible is used in swearing/taking of oath of allegiance.

(vi)          It is used to organize Bible studies/teaching Sunday/Sabbath schools.

(vii)         Verses from the Bible are used for imprints/posters.

(viii)       The Bible is used in writing of doctrines for different denominations.

(ix)          Biblical texts are used in teaching of Christian Religious Education.

(x)           It is used to offer guidance and counselling.

7×1                                                                                                                                                            7 marks

  1. (a) The incident when Abraham was willing to sacrifice his son Isaac.

(i)                                        God told Abraham to take his only son to the land of Moriah/ to offer him as a

sacrifice.

(ii)           Abraham took his son, two servants and wood for burnt offering.

 

425

 

 

 

(iii)        They arrived at the place after a three day’s journey.

(iv)                  Abraham commanded his servants to remain behind as he and Isaac went up to

worship.

(v)          He took Isaac, the firewood and the knife, and went up.

(vi)                             Isaac asked his father where the lamb for the offering would come from.

(vii)                      Abraham told Isaac that God would provided the lamb for a burnt offering.

(viii)                    When they arrived at the place God had commanded, Abraham built an altar.

(ix)         He bound Isaac/laid him on the altar upon the wood.

(x)                    Abraham took the knife to slay his son but the angel of the Lord stopped him.

(xi)         Abraham saw a ram, which he offered instead of his son.

(xii)       He called the name of the place, The Lord will provide.

(xiii)                  The angle appeared to Abraham a second time and gave him promises because

of his obedience.

(xiv)      Abraham returned with his men to Beersheba.

6×1                                                                                                                                                                  6 marks

(b)                 Differences between Jewish and traditional African practices of circumcision.

(i)          In Jewish Community, circumcision is for male children only whereas in African

practices, it is for both male and female.

(ii)               Among the Jews, circumcision is performed on babies of 8 days old whereas in

traditional African communities, it is done during adolescence stage.

(iii)              In African communities, it is a test of courage, whereas in Jewish community, it

is a sign of covenant with God.

(iv)                  Circumcision in African communities is a communal practice whereas among

the Jews, only members of the immediate family participate.

(v)                         In traditional African communities, initiates take up responsibilities while

among the Jews, the initiates are too young to shoulder any responsibility.

(vi)                        In African communities, circumcision is carried out during specific seasons

while among the Jews, it is continuous.

4×2                                                                                                                                                                  8 marks

(c)           Ways in which Christians Identity themselves in the society today.

(i)           Christians wear specific designs of clothes.

(ii)                                          They abstain from eating some kinds of food/taking some drinks.

(iii)        By carrying/wearing the rosary/cross/the flag/badges/rings.

(iv)         They have special ways of greetings/salutations.

(v)          Through making personal testimonies/pronouncements.

(vi)         By owning specific Bible versions/literature.

(vii)       Through speaking in tongues.

(viii)      Use of specific church designs.

(ix)         Use of different titles/ names.

(x)          Through ways in which they worship.

(xi)         By residing in secluded homes/houses.

6×1                                                                                                                                                                  6 marks

 

 

426

 

 

 

  1. (a) Ways in which prophet Samuel promoted the worship of Yahweh in Israel.

(i)           He prayed/interceded for the people.

(ii)          He mediated between God and the Israelites.

(iii)        He performed priestly duties/made sacrifices.

(iv)         He condemned King Saul for disobeying God.

(v)            He warned the elders of Israel against demanding for a political King/dangers of

rejection.

(iv)         He condemned King Saul for disobeying God.

(v)            He warned the elders of Israel against demanding for a political King/dangers of

(vi)         He anointed kings over Israel.

(vii)       He obeyed God’s command’s /instructions/was exemplary.

4×2                                                                                                                                                                  8 marks

(b)          Effects of idolatry in Israel during the time of Prophet Elijah.

(i)                                    God  raised prophets to bring Israel back to the covenant way of life.

(ii)                                     There was persecution/hostility/towards Yahweh’s people/prophets.

(iii)        Bad prophets/prophetesses were brought to Israel.

(iv)             There was corruption/social injustices/people rejected the covenant way of life.

(v)                                 Israelites practiced Semitism mixed the worship of Yahweh with Baal.

(vi)                          There was drought in Israel for three years as a divine curse on the nation.

(vii)       Israel lost its identity as a nation of God’s people.

(viii)                                        A contest was held at Mount Carmel to prove who was the true God.

(ix)                Elijah fled the country/was sustained by God’s power during the period of the

drought.

6×1                                                                                                                                                                  6 marks

(c)            Lessons Christians learn about social justice from the story of Naboth’s vineyard.

(i)                                 Christians should not use their position in leadership to acquire wealth

irregulary/falsely.

(ii)          Christians should protect the poor against corrupt leaders.

(iii)               They should safe guard property received through inheritance/according to the

law.

(iv)                            They should not be misled by their friends/relatives to go against the law.

(v)                                      Christians should execute justice/protest rights/freedom of citizens.

(vi)         they should condemn all forms of injustice in the society.

(vii)                         Christians should champion/fight for the rights of the weak in the society.

(viii)      There is punishment for those who exploit the poor/others.

6×1                                                                                                                                                                  6 marks

  1. (a) Characteristics of false prophets in the Old Testament,

(i)           False prophets did not have a divine call/raised themselves.

(ii)          They spoke falsehoods/lies.

(iii)        They prophesied out of their own minds/imaginations.

 

427

 

 

 

(iv)                                             They prophesied what the people wanted to hear/according to circumstances.

(v)           They misled people from the covenant way of life/promoted idolatry.

(vii)         They hindered the work of true prophets.

(viii)       They worked for material gain/paid for their services.

(ix)          Their prophecies were not fulfilled.

6×1                                                                                                                                                                  6 marks

(b)           The teaching of Prophet Amos on Israel’s election.

(i)            Israel’s election was out of God’s own initiative/favour for them.

(ii)           God delivered the Israelites out of bondage in Egypt.

(iii)          He led them during the exodus.

(iv)          He protected them in the wilderness.

(v)           He defeated all their enemies.

(vi)          God gave them special land to inherit.

(vii)         God raised prophets among them to lead them in their religious life.

(viii)       God was to punish the Israelites because of their disobedience.

6×1                                                                                                                                                                  6 marks

(c)           Factors that hinder Christians from  practicing their faith in God.

 

(i)            Lack of role-models/mentorship.

(ii)           Job commitment.

(iii)          Social injustices.

(iv)          Peer pressure.

(v)           False teachings/different interpretation of the Bible.

(vi)          Greed for power/wealth.

(vii)         Permissiveness in society.

(viii)       Science and technology.

(ix)          Poverty/unemployment.

(x)           Sickness/ill health.

(xi)          Influence from mass media.

(xii)         Cultural influence/Ethnicity/Racism.

(xiii)       Gender bias.

(xiv)        Generation gap.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8×1                         8 marks

 

  1. (a) The measures taken by Nehemiah to restore the Jewish Community after the completion

of the wall of Jerusalem.

(i)                                         Nehemiah organized for the Mosaic law to be read/interpreted to the people.

(ii)                                          He led the Jews in the renewal/celebration of the Feast of Booths /Shelters.

(iii)          The people fasted/held a national day of confession of their sins.

(iv)                                              The covenant was sealed through signing of the agreement by Nehemiah/

leaders.

(v)           He led the people in taking of an oath of obedience to the Mosaic law/

contribution towards the maintenance of the temple.

(vi)          Nehemiah re-distributed the inhabitants of Jerusalem/the countryside.

428

 

 

 

(vii)                           He dedicated the walls /the gates of Jerusalem in a ceremonial procession.

(viii)                                 Through the reading of the law, the Jews isolated themselves from the

foreigners.

(ix)                              Nehemiah cleansed the temple/brought back the Levites/singers to their

positions.

(x)                    He stopped traders from carrying out commercial activities at the temple gates

on the Sabbath day.

(xi)                           Nehemiah made the Jews take an oath not to marry children to foreigners.

7×1                                                                                                                                                                  7 marks

(b)                    Why Nehemiah introduced the Policy of separation of Jews from foreigners.

(i)           Nehemiah wanted to keep the Jewish community pure.

(ii)            The Jews were a minority group which needed to preserve their identity/culture.

(iii)                                  Nehemiah wanted to separate/unite the Jews who returned from exile.

(iv)         To solve conflicts over land ownership.

(v)          Intermarriage would lead the Jews into idolatry.

(vi)         The law of Moses was against association with foreigners.

(vii)                           Children born out of intermarriage could not speak the Hebrew language.

(viii)      Religious reforms could not be effectively carried out.

4×2                                                                                                                                                                  8 marks

(c)                Ways in which the government of Kenya supports church leaders in their work.

(i)                                    The government gives financial/material assistance for development.

(ii)          The government supports church-sponsored institutions.

(iii)        By setting land aside for construction of church facilities.

(iv)         The government allows freedom of worship.

(v)                                  By availing facilities to host church workshops/seminars/conferences.

(vi)         By including CRE in the curriculum.

(vii)                  By employing some of them as Chaplains in education institutions and in the

armed forces.

(viii)      Organizing national prayer days.

(ix)         Supporting leaders in conducting their charitable services.

(x)          Through the development of the infrastructure.

(xi)                       The government has granted permission to the church to operate electronic/

media station.

(xii)       The government recognizes the church calender.

5×1                                                                                                                                                                  5 marks

  1. (a) Causes of death in traditional African Communities.

(i)           Curses

(ii)          Witchcraft

(iii)        Sorcery/magic

(iv)         Breaking of taboos

(v)          Failure to perform certain taboos

(vi)         Breaking of an oath

(vii)       Offending the ancestors

429

 

 

 

 

(viii)       Natural calamity

(ix)          Wars and raids.

 

 

6×1                         6 marks

 

(b)              Significance of rituals performed after the death of a person in traditional African

Communities.

(i)            Wailing/crying is a sign of sorrow/announcing death.

(ii)           Making sacrifices to appease the ancestors/deceased.

(iii)                    Prayers are made to ask the ancestors to accept the dead in the world of spirits.

(iv)                     Sharing of members of the bereaved family signify new life in the community.

(v)           Singing and dancing depict anger towards death/in praise of the dead.

(vi)          Washing/oiling of the body before burial shows respect to the departed .

(vii)                   Burying of the dead in the ancestral land shows that one is still a member of the

community.

(viii)       Burying the dead with personal belongings symbolizes life after death.

(ix)                            Driving of cattle/livestock shows chasing away of evil spirits which caused

death.

(x)           Feasting/drinking is meant to bid farewell to the dead.

(xi)                        Breaking of pots/destruction of property symbolizes the disorder brought by

death.

(xiii)       Sharing of deceased’s property among relatives as a sign of solidarity.

(xiv)                                Lighting of fire signifies chasing away evil spirits/warning spirits of the

deceased.

(xiv)        Pouring of libation shows continuity of life.

7×1                                                                                                                                                            =                                                                                                                                            7 marks

(c)     Moral Values promoted during Funeral Ceremonies in traditional African Communities

 

(i)            Cooperation/unity

(ii)           Responsibility

(iii)          Respect

(iv)          Obedience

(v)           Loyalty

(vi)          Honesty

(vii)         Courage

(viii)       Love

(ix)          Faith/trust

(x)           Hope

(xi)          Thankfulness

(xii)         Self control

(xiii)       Generosity.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

430

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7×1    =                   7 marks

 

 

 

4.10.2  Christian Religious Education Paper 2 (313/2)

  1. (a) The annunciation of the birth of John the baptist.

(i)                                           Angel Gabriel appeared to Zechariah as he performed his priestly duties in the

temple;

(ii)           The angel stood by the right side of the alter;

(iii)          Zechariah was filled with fear when he saw the angel;

(iv)          The angel told him not to be afraid because his prayer had been heard;

(v)                                              The angel told Zechariah that the wife would bear him a son/the son would be

called John;

(vi)          The angel informed Zechariah the work/qualities of the son to be born.

(vii)                                                Zechariah did not believe the angel’s message because he and his wife were

advanced in age;

(viii)                                               The angel revealed his identity as Gabriel who had been sent by God to bring

the message.

(ix)                                                     Because of his unbelief, the angel made him dumb until the baby is born.

6 x 1 = 6 marks

(b)             What Christians learn about the person and mission of John the baptist from the

message of angel Gabriel to Zechariah.

 

(i)            John would bring joy/gladness to many people;

(ii)           He would be great before God;

(iii)          John would be a Nazarite/would not drink any wine;

(iv)          He would be filled with the Holy spirit;

(v)           He would reconcile the Israelites with God.

(vi)          He would have the spirit/power of Elijah.

(vii)         He would bring justice;

(viii)       He would prepare people for the coming of the Messiah.

 

 

 

 

 

 

 

 

 

 

6 x 1 = 6 marks

 

(c)             Ways in which the church in Kenya assists families to cope with challenges facing

them

(i)                       The church organises seminars/workshops for different groups on family life;

(ii)           Offering guidance and counselling;

(iii)          Paying visits to families;

(iv)          Producing/disseminating literature on proper christian living;

(v)           Preaching financial/material support to the ready families;

(vi)          Giving financial/material support to the ready families;

(vii)         Praying for the families;

(viii)       Providing vocational training;

(ix)          Offering employment to jobless people;

(x)           Condemning vices which threaten families.

8 x 1 = 8 marks

 

 

 

431

 

 

 

  1. (a) The call of the first disciples of Jesus (Luke 5: 1-11)

(i)           Jesus was standing by the lake of Gennesaret;

(ii)          He saw two boats without the fishermen;

(iii)                                                    He entered Simon’s boat/asked them to push it into the water;

(iv)         He sat down/taught people from the boat;

(v)                    He asked Simon to push the boat into the deep water/cast the nets for a catch;

(vi)                     Simon told Jesus that they had been fishing the whole night without success;

(vii)       He obeyed Jesus’ command/let the nets down;

(viii)                      They caught a lot of fish/asked their partners in the other boat to assist them

remove the nets.

(ix)         They filled both boats with fish/the boats began to sink;

(x)                   Simon Peter and his companions were astonished at the  miraculous catch of

fish/Peter asked Jesus to depart from him because he was sinful man.

(xi)                                Jesus told Peter not to be afraid because he was to catch men from then;

(xii)       They brought their boats to land/followed Jesus.

8 x 1 = 8 marks

(b)          Reasons why Jesus chose the twelve disciples

(i)           In order to teach them the secrets of the Kingdom of God.

(ii)          To have companions/person assistants;

(iii)                          To form an inner grap which should assist him during his public ministry;

(iv)         To be witnesses to his saving acts in the world;

(v)                                         To reveal his person/give a new understanding of his messiahship;

(vi)                                                   It symbolised the reconstruction of the twelve tribes of Israel.

(vii)       To train/prepare them for the mission after his death.

(viii)      To lay a foundation for the establishment of the church.

(ix)              To continue with the biblical theme of election in which God chooses anyone to

serve him.

6 x 1 = 6 marks

(c).         Lessons that christians learn from the call of the first disciples.

(i)                              Christians learn that God chooses anyone regardless of their status in the

society;

(ii)                              He gives them duties/responsibilities to serve him in various capacities;

(iii)        They should be obedient to Jesus’ instructions/commands;

(iv)         Christians should be humble/accept their weaknesses;

(v)          They learn that God can intervene in their lives;

(vi)         Christians should work together as a team;

(vii)       God reveals himself in everyday activities;

(viii)                      Christians should be ready to abandon forsake their past lives fort he sake of

Christ.

(ix)         They should respond to Jesus’ call instantly/immediately.

6 x 1 = 6 marks

 

 

432

 

 

 

  1. (a) Jesus’ teaching on watchfulness and readiness

(i)           Believers should be dressed for his coming;

(ii)          They should keep their lamps burning;

(iii)        They should be awake/alert;

(iv)         Those who are found waiting

(v)                            They should be prepared at all times since they do not know the time for

Christ’s coming;

(vi)       Believers should continue working until Christ comes back;

(vii)                         The servants/believers who are drunkards/mistreat fellow workers will be

punished;

(viii)                      Those who know what is required of them/their masters will and fail to do it

will receive a severe beating;

(ix)                      Believers are expected to respond to God according to how much they have

received from Him.

(x)                 Those who do wrong out of ignorance will receive lesser beatings/punishment.

8 x 1 = 8 marks

(b)          The parable of the widow and the unjust judge

(i)                                                   There was a judge who neither feared God nor regarded man;

(ii)                    There was a widow who kept on coming to the judge to settle a case between

her and her enemies/adversaries;

(iii)        The judge at first refused to grant the request of the widow;

(iv)         The widow did not give up/persisted on her request;

(v)                                       The judge was afraid of getting warn out by the widows’ insistence;

(vi)         The judge finally accepted to grant the widow her request.

(vii)               Jesus said that God would vindicate/grant the request of those who pray to Him

persistently;

(viii)                                  Jesus said that God responds to these who pray to Him in faith speedily.

6 x 1= 6 marks

(c)           Reasons why Christians should have faith in god

(i)           God fulfills the promises he makes to human beings;

(ii)          Faith is a requirement for all Christians;

(iii)        Those who pray in faith receive their request;

(iv)         Christians are dependent on God for all things;

(v)          Faith is a sign of commitment to God;

(vi)                     It is through faith, in God that Christians can perform miracles/great things.

(vii)       Christians who have faith in God can be saved/healed;

(viii)                              Faith in God helps Christians to overcome temptations/face challenges/

persecutions;

 

 

 

 

433

 

 

 

(ix)                                                    Faith in God enables the Christians to wait patiently for second coming of

Jesus/Kingdom of God.

6 x 1 =6 marks

  1. (a) The gifts of the holy spirit

 

(i)            Word of Wisdom;

(ii)           Word of Knowledge;

(iii)          Gift of Faith;

(iv)          Gift of Healing;

(v)           Gift of working miracles;

(vi)          Gift of Prophecy;

(vii)         Gift of speaking in tongues;

(viii)       Interpreting of tongues;

(x)           Distinguishing between spirits.

 

 

 

 

 

 

 

 

 

 

 

8 x 1 = 8 marks

 

(b)            How the life of peter was transformed on the day of pentecost

(i)            He was filled  with the power of the Holy Spirit;

(ii)           He spoke in tongues;

(iii)          He defended the apostles that they were not drunk;

(iv)          Peter become courageous;

(v)           He preached the word of God;

(vi)          He became a witness of the work/death and resurrection of Jesus Christ;

(vii)         He was able to remember/narrate old testament scriptures;

(viii)       He gained wisdom/advised the people on what to do.

6 x 1 =6 marks

(c) Ways in which the gifts of the holy spirit are abused in the church today

(i)            Some Christians pretend that they have a certain gift of the Holy spirit;

(ii)           By asking for payment before healing the sick;

(iii)          Christians misuse the gift of prophecy by giving wrong information;

(iv)                      Some Christians may impart demonic powers on the innocent/ignorant as they

claim to perform miracles;

(v)           Some Christians who possess the gifts of the Holy spirit develop pride/

arrogance;

(vi)                               Some use the gifts to bring division in the church/creating splinter groups;

(vii)                          Some Christians refuse to utilize the gifts they posses/personalize the gifts;

(viii)                         Speaking in tongues during worship leads to disorder/confusion if the tongues

are not interepreted/understood.

6 x 1 = 6 marks

 

 

 

 

 

 

434

 

 

 

  1. (a) Importance of Leisure

(i)            Leisure enables an individual to spend time with God;

(ii)           It enables one to rest the body;

(iii)          It helps one to rejuvenate/regain lost energy;

(iv)          It offers an opportunity for one to socialise with friends/family;

(v)           People are able to discover new ideas/information during leisure time;

(vi)          It gives one opportunity to develop talents;

(vii)         It enables one to serve others/the needy;

(viii)       It provides an opportunity for one to take care of the environment;

(ix)          It helps to maintain/improve one’s health.

6 x 1 = 6 marks

(b)                            Leisure activities common to Christianity and Traditional African Communities

 

(i)            Singing/dancing;

(ii)           Storytelling/proverbs/riddles;

(iii)          Sporting activities;

(vi)          Visiting/travelling;

(v)           Weaving/Basketing/Crafts;

(vi)          Retreats;

(vii)         Gardening;

(viii)       Buying/exchange of goods;

(ix)          Taking siesta;

(x)           Education/training.

 

 

 

 

 

 

 

 

 

 

 

 

7 x 1 = 7 marks

 

(c)           The dangers of using illicit drugs in Kenya today:

(i)            There is an increase in rate of  crimes committed;

(ii)                     Use of illicit drugs leads to sexual immorality/contracting sexually transmitted

infections/HIV and Aids;

(iii)          Dependence on illicit drugs depletes resources leading to poverty;

(iv)          Illicit drugs can damage vital organs;

(v)           Illicit drugs causes indiscipline in institutions of learning;

(vi)                  The number of street children/families is increasing as a result of using the drugs

(vii)         Use of illicit drugs is illegal/the offenders are liable for punishment;

(viii)       Use of illicit drugs can cause employer/employee conflicts;

(ix)                       Illicit drug users become irresponsible/quarrelsome/irritable leading to family

disagreements/breakup.

(x)           Use of illicit drugs can lead to murder/death.

7 x 1 = 7 marks

 

 

 

 

 

 

 

 

435

 

 

  1. (a) How science and technology has improved human life.

(i)                                           Modern means of transport enables human beings to travel faster;

(ii)                Use of electronic/print media: human beings are able to access/pass information

to large audience;

(iii)                                   Use of industrial machines enables work to be done faster/efficiently;

(iv)             Use of fertilizers/Agricultural machinery has led to increased production/yields/

preservation of food.

(v)                                Use of medicine/medical equipment has prolonged human life/reduces

suffering;

(vi)                                      Use of equipment related to weather forecast assists human beings in

understanding their environment;

(vii)       New sources of energy have enhanced human life.

4 x 2 = 8 marks

(b)          Reasons why Christians are opposed to euthanasia

(i)                  God is the only one who gives life and thus should be the one to take it away.

(ii)            Euthanasia equals to murder which is biblically  condemned/Thou shall not kill.

(iii)        It destroys God’s image in human beings;

(iv)                      Human judgement is limited and therefore cannot make correct decision on

terminating the life of others;

(v)                          Medical ethics only allows a doctor to sustain life and not to take it away;

(vi)         It is against Jesus’ mission on earth to heal the sick;

(vii)               Suffering is part of a christian’s life from the teachings of Jesus and therefore it

cannot be used to justify euthanasia;

(viii)      The works of mercy involve saving life/not destroying it;

(ix)         It is a constitutional right to uphold human life.

6 x 1 = 6 marks

(c)           Ways in which Christians can help to control desertification

(i)                                    Christians need to practise afforestation/reafforestation programmes;

(ii)          By practising agro-forestry;

(iii)                                       Using alternative sources of energy as opposed to charcoal/firewood.

(iv)                                Providing education to the public or how to preserve the environment;

(v)          Participating in environmental conservation programme;

(vi)                         Donating/giving financial assistance to bodies that control desertification;

(vii)       Protecting all water catchment areas;

(viii)      Carrying/practising better methods of farming;

(ix)         Reporting cases of forest destruction to relevant authorities;

(x)                         By participating in the enactment of laws on environmental conservation;

(xi)            Providing guidance and counselling/advice to those involved in activities related

to environmental degradation.

6 x 1 = 6 marks

Pwani University Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts

Universities are the highest learning institutions in Kenya and the World over. They offer training majorly in undegraduate and Post Graduate Studies. In Kenya, the Courses offered in the Universities must be accredited by the Kenya Universities and Colleges Central Placement Services, KUCCPS. It is the same body that selects and places students to higher learning institutions; Universities, Colleges and Polytechnics. To qualify for University placement one must attain the minimum set Mean grade and particular course requirements. Each Course offered at particular university has its own cluster cut off points, though. Most university courses take a minimum of 4 years; while, some take even more. An academic year at the university takes two semesters of three months each. University students get fees loans from various organizations. Top on the list is the Higher Education Loans Board, HELB, that advances both loans and Bursaries. Universities run online platforms; portals and websites, where such services as admission application, online accommodation booking, E-learning, exams results downloads and many are provided to students, staff and the general public. On admissions, most universities have admissions in May and September for new students. Various learning modules are provided at the universities. These learning modules include: Full time, School Based, Distance Learning, Evening & Weekend classes and E-Learning.

 PWANI UNIVERSITY COURSES

This is a public university in the Kilifi County in Kenya, located 60 km north of Mombasa in Kilifi town; Kilifi County. The University offers the following Academic Programmes:

PWANI UNIVERSITY KUCCPS APPROVED PROGRAMMES

S/N PROGRAMME CODE PROGRAMME NAME 2019 CUTOFF 2018 CUTOFF 2017 CUTOFF 2016 CUTOFF 2015 CUTOFF
1 1117106 BACHELOR OF ARTS IN ANTHROPOLOGY 25.462
2 1117108 BACHELOR OF SCIENCE (INDUSTRIAL CHEMISTRY) 30.549 33.571 31.867 36.440
3 1117109 BACHELOR OF SCIENCE (MATHEMATICS) 28.235 31.078 31.577 31.409
4 1117112 BACHELOR OF SCIENCE (BIOCHEMISTRY) 26.013 30.448 35.164
5 1117115 BACHELOR OF SCIENCE (COMPUTER SCIENCE) 32.146 35.122 36.666 39.617
6 1117122 BACHELOR OF SCIENCE IN AGRICULTURE 30.060 22.793 25.522
7 1117123 BACHELOR OF SCIENCE (MICROBIOLOGY) 26.179 23.915
8 1117132 BACHELOR OF SCIENCE (NURSING AND PUBLIC HEALTH) 36.734 35.752 39.300 43.419
9 1117133 BACHELOR OF COMMERCE 25.811 29.049 33.321 38.066
10 1117135 BACHELOR OF EDUCATION (ARTS) 27.060 24.739 30.117 33.740
11 1117137 BACHELOR OF EDUCATION (SCIENCE) 30.385 28.773 30.547 34.540
12 1117155 BACHELOR OF EDUCATION (SPECIAL NEEDS EDUCATION) 25.310 29.751
13 1117157 BACHELOR OF SCIENCE (TOURISM MANAGEMENT) 24.642 25.566 26.814 32.256
14 1117166 BACHELOR OF ARTS (FRENCH) 26.209 26.058 23.000
15 1117169 BACHELOR OF ARTS (GERMAN) 25.180 29.243 23.000
16 1117180 BACHELOR OF EDUCATION (EARLY CHILDHOOD EDUCATION) 25.040 25.996 23.000
17 1117185 BACHELOR OF SCIENCE (HORTICULTURAL SCIENCE & MANAGEMENT) 29.016 21.735 23.000
18 1117187 BACHELOR OF SCIENCE (AGRIBUSINESS MANAGEMENT & TRADE) 26.221 22.515 34.410
19 1117188 BACHELOR OF SCIENCE IN ENVIRONMENTAL HEALTH 26.295 22.268 35.225
20 1117190 BACHELOR OF SCIENCE (FOOD NUTRITION & DIETETICS) 32.001
21 1117197 BACHELOR OF SCIENCE (TELECOMMUNICATION & INFORM. TECH) 25.014
22 1117213 BACHELOR OF ENVIRONMENTAL SCIENCE 25.787 21.433 33.541
23 1117215 BACHELOR OF SCIENCE IN AGRICULTURAL RESOURCE MANAGEMENT 28.473 21.903 29.815
24 1117224 BACHELOR OF SCIENCE (HOSPITALITY & TOURISM MANAGEMENT) 24.551 28.044 30.604
25 1117226 BACHELOR OF SCIENCE (BIOTECHNOLOGY) 26.268
26 1117228 BACHELOR OF ENVIRONMENTAL STUDIES (COMMUNITY DEVELOPMENT) 23.468 25.436 25.038 23.000
27 1117237 BACHELOR OF ARTS (PSYCHOLOGY) 24.293 25.122 23.000
28 1117291 BACHELOR OF SCIENCE (ANIMAL PRODUCTION & HEALTH MANAGEMENT) 26.589 25.097 31.374
29 1117292 BACHELOR OF SCIENCE (GEOGRAPHY) 27.044 24.172
30 1117293 BACHELOR OF SCIENCE (ANIMAL SCIENCE) 23.843
31 1117294 BACHELOR OF SCIENCE IN ANIMAL SCIENCE 30.171
32 1117312 BACHELOR OF ENVIRONMENTAL PLANNING & MANAGEMENT 26.331 23.047 23.000
33 1117322 BACHELOR OF ARTS IN CHILDCARE AND PROTECTION
34 1117324 BACHELOR OF ARTS (KISWAHILI) 24.866 24.836 33.131
35 1117346 BACHELOR OF SCIENCE IN AGRICULTURE AND EXTENSION 24.193
36 1117366 BACHELOR OF SCIENCE (PHYSICS) 24.320 27.550 25.320 23.000
37 1117402 BACHELOR OF SCIENCE (DRYLAND AGRICULTURE) 21.663 23.000
38 1117403 BACHELOR OF SCIENCE (AGRICULTURE AND ENTERPRISE DEVELOPMENT) 22.979 23.000
39 1117445 BACHELOR OF ARTS (RELIGIOUS STUDIES) 24.725 27.394 23.000
40 1117446 BACHELOR OF ARTS IN THEOLOGY 26.017
41 1117448 BACHELOR OF ARTS IN PHILOSOPHY AND LEADERSHIP STUDIES 26.161
42 1117513 BACHELOR OF SCIENCE (CHEMISTRY) 25.504 24.372 30.486 31.851
43 1117522 BACHELOR OF ARTS (HISTORY) 25.004 26.235
44 1117523 BACHELOR OF ARTS (HISTORY AND ARCHAEOLOGY) 25.733 26.677 23.000
45 1117524 BACHELOR OF ARTS (LITERATURE) 24.536 26.233 29.730
46 1117551 BACHELOR OF ARTS ( POLITICAL SCIENCE) 25.145
47 1117565 BACHELOR OF SCIENCE (MARINE BIOLOGY & FISHERIES) 26.818 22.562 27.785
48 1117585 BACHELOR OF ARTS (PHILOSOPHY) 26.531 26.913 23.000
49 1117602 BACHELOR OF ARTS IN ENGLISH AND LINGUISTICS 25.045
50 1117630 BACHELOR OF ARTS IN ISLAMIC STUDIES 25.639
51 1117646 BACHELOR OF ARTS (ECONOMICS) 25.335 24.755 24.930 37.199
52 1117806 BACHELOR OF ARTS (SOCIOLOGY) 26.261 26.065 23.000
Bachelor of Education Course Requirements:
  1. Mean grade C+ (Plus) at KCSE and at least C+ in each of the two teaching subjects,
  2. 2 principal passes at A’Level and 1 subsidiary in relevant subjects,
  3. Diploma in Education (May be exempted in relevant units).
  4. P1 teachers must have scored C+ at KCSE to qualify.

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BACHELOR OF EDUCATION (SCIENCE) MINIMUM REQUIREMENTS AS SET BY KUCCPS Cluster 22 – Education Science & Education Arts
  1. CLUSTER SUBJECT 1 ENG
  2. CLUSTER SUBJECT 2 MAT A / MAT B / BIO / PHY / CHE / BIO / GSC
  3. CLUSTER SUBJECT 3 BIO / CHE / PHY / BIO / GSC / HAG / GEO / CRE / IRE / HRE
  4. CLUSTER SUBJECT 4 KIS / BIO / PHY / CHE / BIO / GSC / HSC / ARD / AGR / WW / MW / BC / PM / ECT / DRD / AVT / CMP / FRE / GER / ARB / KSL / MUC / BST NOTE: A subject may only be considered ONCE in this section
MINIMUM SUBJECT REQUIREMENTS
  1. SUBJECT 1: ENG; C
  2. SUBJECT 2: MAT A / MAT B; C
  3. SUBJECT 3: BIO / PHY / CHE / PSC / BSC / BIO / GSC: C+
Bachelor of Education(Arts) Admission Requirements
  1. Mean grade C+ (plus) at KCSE and at least C+ in each of the two teaching subjects chosen,
  2. 2 Principal passes at A’ Level and 1 Subsidiary in relevant subjects,
  3. Diploma in Education.
  4. P1 teachers must have scored a mean grade of C+ at KCSE with at least C+ in two teaching subjects chosen.
Bachelor of Education(Science) Admission Requirements
  1. Mean grade of C+(Plus) at KCSE with at least C (Plain) in Mathematics and C+ in each of the two teaching subjects or 2 Principal passes and 1 Subsidiary pass at A’ Level in Mathematics,
  2. Physics, Chemistry and Biology or Diploma in Education.

APPLICATION ENTRY REQUIREMENTS

Undergraduate

Undergraduate Entry Requirements Minimum of Mean grade C+ (plus) in the Kenya Certificate of Secondary Education (K.C.S.E) or equivalent qualifications

Postgraduate

Masters Degree A holder of a Bachelors degree with a minimum of Second Class Honours Upper Division or its equivalent in the relevant discipline, from a recognised institution. Doctoral Degree A holder of a Masters degree from a recognized institution in an area or subject relevant to the proposed area of study

The following documents must accompany the completed application form

  • Professional and academic Certificates/Transcripts
  • Current letter of appointment (where applicable)
  • Four (4) recently taken one by one inch (“1×1”) Photographs of good quality
To apply online click on this link; https://pwani.melimu.com/registration

THE STUDENTS’ PORTAL

To log onto the Pwani University Students Portal, follow the steps below:
  1. Log in with username: “your Reg. No”.( e.g SB91/PU/7060/18) and default password: pwani2018 
  2. Change the default password to your own
  3. Click “Go to your Home page”
  4. Click on Admissions
  5. Upload the following items: – Passport size photo (Note: Any other -photo will be rejected during verification process) – KCSE Certificate/Result Slip – National ID/ Birth Certificate – Secondary School Leaving Certificate -Signed Acceptance Letter -PU/ADMS/FORM/16 (New Students only)
  6. Click on Finance – Go to payments – Go to Semester Registration
To access the Students Portal click on; student-portal

University Official Contacts

  • Address: P.O Box 195-80108 Mombasa -Malindi Highway; Kilifi County , Kenya
  • Phone:  +254 725 91 61 45 or +254 776 36 89 46 .
  • Fax: : +254 41 7522 128
  • Email: [email protected]

TSC Interview Questions, Answers & Notes

TSC INTERVIEWQUESTIONS & NOTES

  1. MINISTRY OF EDUCATION
  2. What is the structure of the ministry of education?
  • Cabinet secretary
  • Principal secretaries: state dep’t of science & technology, state dep’t of education
  • Science & technology secretary/education secretary- Professional Arm (SAGAS & Administration Department)
  • Directors of education- science & tech, technical & vocational edn, primary edn, sec & tertiary edn, university edn, schools audit,adult & continuing edn, youth training.
  • Administration support
  • County director of education, science and technology
  1. What is the overall role of the cabinet secretary in charge of education?
  • Provide free and compulsory basic education to every child
  • Ensure compulsory admission and attendance of children of compulsory school age at school or an institution of offering basic education.
  • Ensure that children belonging to marginalised, vulnerable, or disadvantaged groups are not discriminated against and prevented from pursuing and completing basic education
  • Provide human resource including teaching and non-teaching staff, infrastructure including school buildings; learning and teaching equipment’s; and appropriate financial resources
  • Ensure quality basic education conforming to the set standards and norms;
  • Provide special education and training facilities for talented and gifted pupils and pupils with disabilities
  • Ensure compulsory admission, attendance, and completion of basic education by every pupil;
  • Monitor functioning of schools.
  1. What is the role of the principal secretary and education secretary?

Principal secretary

  • Is the top civil servant and the accounting officer in the ministry
  • Executes policy matters concerning education
  • Formulates and implement’s policies
  • In charge of overall supervision and control matters related to parastatal bodies and institutions under the ministry of education e.g. JKF, KICD etc.
  • Chairs the cabinet management committee and he is also a member of board of higher institutions of learning and education councils e.g. UON council

 Education secretary

 

  1. Who publishes for the ministry of education?

 

  1. What is the role of KICD, inspectorate and KNEC?

KICD

  • Advise the government on matters pertaining to curriculum development
  • Evaluate, vet, and approve for application in Kenya, any local or foreign curricula and curriculum support materials in relation to the levels of education and training.
  • implement the policies relating to curriculum development in basic and tertiary education and training.
  • Develop, review and approve programmes, curricular and curriculum support materials that meet international standards for – (i) early childhood care, development, and education; (ii) pre-primary education, (iii) primary education, (iv) secondary education, (v) adult, continuing and non-formal education, (vi) teacher education and training, (vii) special needs education, and (viii) technical and vocational education and training.
  • Initiate and conduct research to inform curriculum policies, review and development.
  • Collect document and catalogue information on curricula, curriculum support materials and innovations to create a data bank and disseminate the information to educational institutions, learners, and other relevant organisations.
  • Print, publish and disseminate information relating to curricula for basic and tertiary education and training.
  • Collaborate with other individuals and institutions in organizing and conducting professional development programmes for teachers, teacher trainers, quality assurance and standard officers and other officers involved in education and training on curriculum programmes and materials
  • Develop, disseminate and transmit programmes and curriculum support materials through mass media, electronic learning, distance learning and other mode of delivering education and training programme materials.
  • Promote appropriate utilisation of technology to enhance3 innovations and achievements of a knowledge based economy.
  • Offering consultancy services in basic and tertiary education and training.
  • Incorporate national values, talent development and leadership values in curriculum development.
  • Receive, consider, develop and review curriculum proposals.

DIRECTORATE OF QUALITY ASSURANCE AND STANDARDS

  • Establishing, maintaining, and improving standards in all basic and training institutions
  • Quality assurance and standards assessment of basic educational and training
  • Coordination, organization, and implementation of co-curriculum activities at national and international levels
  • Vetting of expatriate teachers and institutions offering international curriculum
  • Liaison with KNEC on assessment of pre-service primary, ECDE and diploma teacher education examination teaching practice
  • Policy formulation and implementation on matters related to quality assurance
  • Developing of assessment standards
  • Liaison with KNEC in moderation, awards and National assessment and learning achievement (NASMLA) and examinations
  • Liaison with KICD on curriculum design, development and evaluation.
  • Talent identification and development in schools and colleges
  • Advising the cabinet secretary and principal secretary on all matters of quality assurance and standards in the country.

KNEC

  • It performs the administration of primary, secondary, and tertiary examinations on behalf of the Government.
  • It test-runs draft curricula and carries out equivalence procedures of certificates and diplomas issued by other examining bodies.
  • It awards certificates and diplomas to successful candidates in such examinations
  • It makes rules regulating the conduct of examinations and for all purpose incidental where to

 

  1. Differentiate between the roles of the BOM and PTA in a School.

BOM

(a)promote the best interests of the institution and ensure its development;

(b) promote quality education for all pupils in accordance with the standards set under this Act or any other written law;

  1. c) ensure and assure the provision of proper and adequate physical facilities for the institution;

(d) manage the institution’s affairs in accordance with the rules and regulations governing the occupational safety and health;

(e) advise the County Education Board on the staffing needs of the institution;

(f) determine cases of pupils’ discipline and make reports to the County Education Board;

(g) prepare a comprehensive termly report on all areas of its mandate and submit the report to the County Education Board;

(h) facilitate and ensure the provision of guidance and counseling to all learners;

(i) provide for the welfare and observe the human rights and ensure safety of the pupils, teachers, and non-teaching staff at the institution;

(j) encourage a culture of dialogue and participatory democratic governance at the institution;

(k) promote the spirit of cohesion, integration, peace, tolerance, inclusion, elimination of hate speech, and elimination of tribalism at the institution;

(l) encourage the learners, teachers and non-teaching staff and other, parents and the community, and other stakeholders to render voluntary services to the institution;

(m) allow reasonable use of the facilities of the institution for community, social and other lawful purposes, subject to such reasonable and equitable conditions as it may determine including the charging of a fee;

(n) administer and manage the resources of the institution;

(o) receive, collect and account for any funds accruing to the institution;

(p) recruit, employ and remunerate such number of non-teaching staff as may be required by the institution in accordance with this Act; and

  1. q) perform any other function to facilitate the implementation of its functions under this Act or any other written law.

PTA

The functions of the Parents Association shall be to—

(a) promote quality care, nutritional and health status of the pupils;

(b) maintain good working relationship between teachers and parents;

(c) discuss, explore, and advise the parents on ways to raise funds for the physical development and maintenance;

(d) explore ways to motivate the teachers and pupils to improve their performance in academic and co- curricular activities;

(e) discuss and recommend charges to be levied on pupils or parents;

(f) undertake and oversee development projects on behalf of the whole Parents Association.

(g) assist the school management in the monitoring, guidance, counseling and disciplining of pupils; and

(h) discuss and recommend measures for the welfare of staff and pupils.

  1. What is the composition of the board of management of a school and how are they chosen?

The Board of Management established under section 55 shall consist of the following members appointed by the County Education Board:

(a) six persons elected to represent parents of the pupils in the school or local community in the case of county secondary schools;

(b) one person nominated by the County Education Board;

(c) one representative of the teaching staff in the school elected by the teachers;

(d) three representatives of the sponsors of the school;

(e) one person to represent special interest groups in the community; and

(f) one person to represent persons with special needs;

(g) a representative of the students’ council who shall be an ex officio member

  1. What does the ‘orange Book’ contain?

Approved list of text books and other instructional materials for schools.

 

  1. THE TEACHERS SERVICE COMMISSION
  2. What is the structure of TSC?
  • The commissioners- chairperson, vice chairperson, commissioners (7)
  • The secretary & deputy commission secretary
  • Directors- HRM, Administration, Teacher management, Finance, ICT, Accounts & Internal audit
  • Senior deputy directors
  • Deputy directors
  • Assistant deputy directors
  • Principal officers
  • Chief/senior officers

 

COUNTY STRUCTURE

  • TSC county director
  • TSC deputy county director (2)
  • Assistant deputy directors-ICT, Teacher management, HRM, Procurement and stores, Accounts,
  • County principal officers- ICT, Data analyst, Quality & standards, Staffing, Disciple, HRM, Pension, procurement, Stores, Accountant, Corporate communication, integrity assurance, services, AIDs control unit, Internal auditor,
  • County chief officers-

 

  1. What are the functions of TSC?
  • Registration of trained teachers
  • Recruitment and employment of registered teachers
  • Assign teachers employed by the commission for service in any public school or institution;
  • Manage the payroll for teachers in employment
  • Promotion and transfer of teachers
  • Exercise disciplinary control over teachers
  • Formulate policy to achieve its mandate
  • Ensure teachers comply with the teaching standards prescribed under the commission Act
  • Review the demand and supply of teachers
  • Review the standards of education and training of persons entering the teaching service
  • Facilitate career progression and professional development for teachers in the teaching service including the appointment of head teachers and principals
  • Monitor the conduct and performance of teachers in the teaching service.
  1. What empowers TSC to carry out their functions?

The constitution of Kenya Article 237(1)and the teachers service commission Act

  1. What is the role of secretary of TSC?
  • The head of the secretariat
  • The accounting officer of the commission
  • The custodian of records of the commission
  • Execute the decisions of the commission
  • Assign duties to and supervise the staff of the commission
  • Facilitate, coordinate, and ensure the execution of the commission mandate
  • Ensure staff compliance with public ethics and values
  • Performs general administration of the commission
  • Perform any other duties as may be assigned by the commission
  1. Name three types of retirement benefits.

Pension, marriage & death Gratuity, and work injury benefits

  1. When is a teacher given, study leave with pay?
  • When selected for training by the commission, MOE or ministry of state for public service
  • UT teachers in employment of TSC studying for a PGDE in approved universities
  • UT technical teachers undertaking professional training in KTTC.
  • Trained technical teachers & lecturers studying higher diploma or master’s degree in engineering, applied science, business studies and technical education
  • P1/AT IV admitted in KISE to study a diploma in special education
  • Teachers admitted in accredited local universities for master’s degrees in selected areas.
  1. Under what circumstances can a teacher request for a special leave?

When a teacher has been selected, and appointed to attend a meeting, workshop, study tour or seminar for a duration not exceeding three months, which is of national interest or is relevant to education and teaching service

  1. Who is the TSC agent in your school

The head of the institution

 

  1. KICD
  2. Define curriculum, what is co-curricular?

CURRICULUM

“curriculum” means all the approved subjects taught or programmes offered and includes all the activities provided at any institution of basic education;

CO-CURRICULAR

Are activities, programmes, and learning experiences which complement what students learn in the academic curriculum in school.

  1. Distinguish between formal and non-formal curriculum?

Formaleducation” means the regular education provided in the system of schools, and other formal educational institutions;

Non-formaleducation” means any organized educational activity taking place outside the framework of the formal education system and targets specific groups/categories of persons with life skills, values and attitudes for personal and community development;

  1. What do you understand by ‘hidden curriculum’?

Unwritten, unofficial, and often unintended lessons, values and perspectives that students learn in schools or in the social environment.

  1. Give the process of curriculum development

It consists of nine stages namely:

  • Need assessments: Information gathering, situational analysis and establishment of gaps
  • Policy formulation: national goals, levels and subjects, number of skills areas/subjects.
  • Designing of the curriculum: subject content, skills and topic objectives, scopes, and sequence charts, writing workshops, and subject panels.
  • Syllabus development: writing workshops, subject panel meetings, course panel meetings, academic board meetings and printing and production of syllabuses.
  • Development of curriculum support materials. Production of non-print materials, vetting of teaching and learning materials, procurement, and distribution of materials to school.
  • Teacher preparation: development of training syllabuses manuals, in servicing of teachers and field officers on the new curriculum.
  • Pre-testing/Piloting in sample schools- monitoring and supervision of the curriculum implementation, correction of curriculum and curriculum support materials.
  • National Implementation- monitoring, supervision, and evaluation of the curriculum
  • Revision, review of curriculum: syllabus revision process, subject panel, course panel and academic board.
  1. What is the difference between curriculum and syllabus?

Curriculum: is a broad overview of the studied courses.

Syllabus: it gives a brief overview of the course objectives, expectations, reading list, assignments etc. it’s a detailed specification of objectives and content within a defined field of study. its derived from the curriculum and shows what’s to be learned within a specified period of time.

  1. Give cases of interdiction where a teacher earns half salary.

Incitement, insubordination, infamous conduct, and negligence of duty.

  1. How many days in a year is a permanent and pensionable teacher entitled to annualleave?Maximum of thirty days.
  2. What are the possible verdicts of interdiction?
  • From the evidence gathered the commission may;
  • Revoke the interdiction
  • Warn the teacher
  • Suspend the teacher from duty
  • Dismiss the teacher from service
  • Retire the teacher in the public interest
  • Dismiss and remove from the register
  1. Differentiate between interdiction and suspension.

Interdiction– temporary prohibition of a teacher from exercising the powers and functions of the teachers’ office pending determination of the teachers disciplinary case.

Suspension– the removal of a teacher from duty after determination of a disciplinary case.

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

Chronic absenteeism, desertion of duty, refusal to go on transfer, having been jailed or held in legal custody, misappropriation or mismanagement of funds, forgery, fraudulent claims and receipts of funds, use of false certificates, impersonation or collusion and not of good moral conduct.

  1. Name the different types of leave a teacher is entitled to.
  • Annualleave– max of 30 days during school holidays. apply to head of institution.
  • Sickleave– max 3 months with full pay, further 3 months with half-pay
  • Compassionateleave– time off duty to commiserate with immediate or expanded family in times of distress. Granted for max of 15 days in any one calendar year.
  • Specialleave– granted to those traveling abroad to participate in seminars or short courses, important events etc.
  • Maternityleave– granted tofemale teachers up to a max of 90 days excluding school holidays., on account of confinement,
  • Studyleave– granted with or without pay to those who have taught for atleast 5 years.
  • Paternityleave– granted to male teachers up to a max of 10 days during the period of spouse’s maternity leave.
  1. What is CBE? How is it calculated?

CBE stands for Curriculum Based Establishment. It shows the staffing requirements of an educational institution.

  • Divide the total lessons for each subject by ‘27’ to get the number of required teachers per subject.
  • Sum the shortfalls for principal, deputy principal and H.O. D’sand divide it with ‘27’
  • Sum the results in (i) and (ii) above to get the total number of teachers required by the school.
  • Get the difference between the value in (iii) and the actual number of teachers in the school to get the under/over staffing levels.

 

  1. HISTORY OF DEV’T OF EDUCATION
  2. Name four education commissions since independence.

Ominde report, The Wanjigi Report (GoK, 1983); The Kamunge Report (GoK, 1985), The Mungai Report (GoK, 1995); The Ndegwa Report (GoK, 1991) and The Koech Report (GoK, 1999).

  1. What were the recommendations of the following: (a) Ominde commission (b) Kamunge commission (c) Koech commission?
  • Ominde Report 1964 — it sought to reform colonial education. It proposed one that would foster unity and create human resources for national development.
  • Gachathi Report 1976 — redefined policies and emphasised national unity and socio-economic and cultural aspirations of Kenya. Proposed a nine-year primary school curriculum.
  • Mackay Report 1981 — removed A-Level education and established Moi University, 8-4-4 and Commission for Higher Education.
  • Kamunge Report 1988 — focused on education financing, quality, and relevance. This led to cost-sharing and abolition of students allowances in tertiary institutions & universities.
  • Koech Report 1999 — proposed Totally Integrated Quality Education and Training (TIQET) and the re-introduction of pre-university opportunities in post-secondary education. The Government did not adopt it, but some proposals have been adopted.
  • Odhiambo Report 2011– its focus was how re-align the education sector to vision 2030 and the constitution of Kenya 2010. It recommended a curriculum reform that gives a structure of two cycles; Basic education cycle of 14 years (2-6-3-3) which is free and compulsory and higher education cycle (2 years of middle college or 3 of university).
  • Kilemi Mwiria report 2014– recommended optimal class size of 45 students, deployment of teachers and head teachers outside their home counties to foster national integration, harmonize terms of employment for support staff with that of other civil servants

 

  1. FINANCIAL MANAGEMENT
  2. What is the deadline for submission of the Books of account for auditing?

Four months from the end of each financial year of the government.

  1. PROCUREMENT
  2. Name two members of a tender committee in a school.

 

 

  1. Under what circumstances can a school use direct procurement method.
  • When there is only one person who can supply the goods, works or services being procured
  • When there is no reasonable alternative or substitute for the goods, works or services
  • There is an urgent need for the goods, works or services
  • Because of the urgency, the other available methods of procurement are impractical
  • The circumstance that gave rise to the urgency were not foreseeable and were not as a result of dilatory conduct on the part of the procuring entity

 

  1. What are the pitfalls in school procurement?

 

 

  1. CURRENT AFFAIRS
  2. What are the sustainable development goals?

The SDGs are a UN-sponsored effort to create a common set of development goals for all communities in every country, with a deadline for attainment of 2030.

  1. What is vision 2030?

It’s a national long term development blue print that seeks to create a globally competitive and prosperous nation with a high-quality life by 2030, that aims to transform Kenya into a newly industrializing middle income country providing a high-quality life to all its citizens by 2030 in a clean secure environment.

  1. What are the pillars of Vision 2030?

The vision is anchored on three pillars namely economic, social, and political.

Economic pillar– seeks to achieve an average economic growth rate of 10% p.a. and sustaining the same until 2030 in order to generate resources sufficient for MDGs and vision goals

Social pillar– aims to create a just, cohesive, and equitable social development in a clean and secure environment

Political pillar– seeks to realize an issue based, people-centred, result-oriented and accountable democratic system.

  1. What are the benefits of Devolved management in education?

 

 

 

 

  1. Give two functions of the County Executive in charge of Education.
  • Evaluate performance of education in the county and advise the governor
  • Work in partnership with county education board in establishing efficiency and effective delivery of education services in the county
  • Suggest budgetary allocation for education department
  • Represent the governor at county level education meetings
  • Promote private investing in education.

 

FUNCTIONS OF THE MINISTRY OF EDUCATION

  • Standards assessment and supervision of educational institutions
  • Schools administration programmes
  • Registration of education and training institutions
  • Curriculum development
  • School equipment
  • ECD, care and development
  • Primary and secondary education, special education, continuing education,
  • Recruitment and remuneration of teachers
  • Capacity building of officers and institution managers
  • Publishing curricula literature
  • Research authorization, co-ordination, inventory and dissemination.

 

VISIONOFMOE– quality education for development

MISSION– to provide, promote and co-ordinate lifelong education, training and research for sustainable development.

 

SCHOOL FINANCIAL MANAGEMENT

The school accounts are audited annually

  • School financial statements
  • Trail balance
  • Statement of income and expenditure
  • Balance sheet
  • Statement of assets and liabilities

 

  • School income sources
  • Grants from MOE
  • Tuition fees from MOE
  • Rents
  • PTA/ development levy
  • Textbook fund
  • Activity/sports
  • Donations, parents’ contribution
  • Caution
  • Examination fee
  • Statutory deductions e.g. NHIF, NSSF, PAYE
  • Expenditure
  • Recurrent expenditures
  • Personal emoluments- payroll for non-teaching and support staff
  • Tuition and boarding- school equipments, stores, textbooks
  • Contingencies- small expenditures that cannot be accounted for in other vote heads e.g. postage, uniforms
  • Local transport and travel(LT&T)
  • Repairs, maintenance, and improvement (RMI)
  • Examinations
  • Electricity, water and conservancy (EWC)
  • Activity/ Sports
  • Education improvement fund (EIF)
  • Non-recurrent expenditure
  • Buildings
  • Permanent equipment.
  • Special provisions.

 

  • Types of budgets
  • Project budget- for specific project
  • Period budget- all activities in the planning period

 

  • Records used in procurement
  • Local purchase order (LPO)
  • Local service order (LSO)
  • Records used in delivery of goods
  • Delivery note
  • Stores ledger
  • Invoices/ job card

 

  • Records used in receiving cash
  • Receipt books
  • Cash books
  • Counterfoil receipt books register- recording used and un used receipt books
  • Records used in paying out/ disbursing cash
  • Payment vouchers
  • Expenditure support documents e.g BOM minutes
  • Cheque book
  • Payroll
  • Cash book
  • Other documents

 

  • Fees register
  • Parents register
  • Telephone call register
  • Contracts/suppliers register
  • Textbook register
  • Textbook management manual
  • Imprest register
  • Claims register
  • Stores and inventory
  • Fixed assets register
  • Audit file

 

 

  • Cash can be withdrawn from the bank in five ways
  • Cash withdrawal
  • Cheque to pay suppliers
  • Standing order
  • Direct debit initiated by the institution e.g. bank draft
  • Bank statement reconciliation
  • At the end of every month, the institution compares entries in the cash book with those in the bank statement and prepare reconciliation. The purpose of reconciliation includes:
  • Confirming accuracy of bank entries
  • Identifying any payments or receipts in the bank but missing in the cashbooks and vice versa.

 

DEFINITION OF TERMS

Allowance– monetary compensation paid to a teacher in addition to the salary

Commoncadrepromotion– promotion of a teacher from one grade to the next upon completion of a specified period of service subject to meeting specified qualifications.

Deployment– appointment of a teacher to an administrative position, a higher administrative position, to the Secretariat of the commission, in an acting capacity and includes posting from primary institution to a post primary institution and withdrawal of administrative duties

Desertion– being absent from duty continuously for a period of fourteen days or more without written authority

Dismissal– decision of the commission to terminate the services of a teacher.

Embezzlement– fraudulent conversion of public funds and property entrusted to the teacher to personal use

Incitement– any act, utterance, attempt or omission on the part of a teacher directed towards learners, teachers, workers or parents in an educational institution leading to or likely to lead to breach of peace, destruction of property, bodily harm, loss of life or disruption of learning of any kind.

Insubordination– failure or refusal by a teacher to obey a lawful instruction issued by the commission or a person placed in authority by the commission

Interdiction– temporary prohibition of a teacher from exercising the powers and functions of teacher’s office pending determination of the teacher’s disciplinary case

Logbook– an official book maintained in an education institution in which a series of events taking place within the institution are recorded by date of their occurrence

Misappropriation– use of public funds for unauthorized purposes by the teacher

Mismanagement– handling of public funds or property in an inefficient, irregular or in any manner likely to cause loss to the institution

Pecuniaryembarrassment– a situation of high indebtness that a teacher would find himself after failing to live within his means occasioning financial liability that he cannot satisfy thus rendering himself unproductive.

Suspension-removal of a teacher from duty

Transfer– reassigning a teacher or head of an institution to perform teaching or administrative duties in a different institution.

Procurement– is the process of identifying, selecting and engaging suppliers of goods and services or works.

 

TSC

REQUIREMENTS FOR ENTRY IN THE TEACHING SERVICE

The person entering the teaching service shall:

  • Obtain a valid certificate of registration
  • Possess the relevant qualifications prescribed by the commission
  • Possess a certificate of good conduct from the criminal investigation department
  • Meet the requirements of chapter six of the constitution.

 

PERFORMANCE STANDARDS FOR A TEACHER

  • A teacher shall comply with the following performance standards:
  • Take out teaching certificate from the commission
  • Undertake Professional Development Programme prescribed by the commission
  • Possess the professional documents stipulated in the regulation 42 (1)(a)
  • Use the appropriate teaching and learning resources where available
  • Be proficient and possess mastery of the subject content
  • Have mastery of appropriate pedagogical skills
  • Be able to plan and effectively implement each teaching and learning activity, including theobjectives, scope, timing, and teaching resources
  • Be able to assess, provide feedback and report to learners about achievement in learning
  • Be professional and adhere to ethical practice
  • Be prudent in the management of resources.

 

TEACHER’S PROFESSIONAL DOCUMENTS

  • A teacher’s professional documents as stipulated in regulation 42(a)(i) of the COR are:
  • A certificate registration
  • Syllabi for the relevant cycle of education approved by the KICD
  • Schemes of work
  • Lesson plans
  • Lesson notes
  • Record of work
  • Learners progress records
  • Learners value added records
  • Class attendance register
  • Any other legal documents pertaining to education

 

ROLE OF HEAD OF INSTITUTION IN QUALITY ASSURANCE

  • The head of institution shall in performing the role of quality assurance within the institution:
  • Teach- undertake a reasonable teaching load
  • Assignment of teaching and other official duties to teachers
  • Supervise and ensure quality implementation of the curriculum
  • Develop the institutional plan and ensure that institutional academic targets and objectives are met.
  • Verify teachers’ professional documents
  • Supervise the actual coverage of syllabus
  • Ensure that teachers attend classes
  • Ensure that adequate teaching and learning materials approved by KICD are available for the implementation of curriculum.
  • Advice the commission on optimum curriculum based establishment in the institution
  • Update the commission and other stakeholders on institutional performance
  • Ensure a conducive teaching and learning environment in the institution
  • Induct new teachers and ensure mentoring programmes are in place on the professional requirements as outlined in the COR.
  • Offer guidance and be a role model to teachers
  • Implement educational policies and co-curricular programme developed by the cabinet secretary responsible for the time being for matters of education
  • Ensure maintenance of teaching standards and professional records by the teachers under his/her supervision.
  • Be the custodian of the institutional records and submit returns to the commission and approved agents as required
  • Produce all the relevant records and documents for inspection upon request
  • Appraise all teachers under their supervision
  • Offer technical advice to the Board of Management and other stakeholders in the institution to enable the institution to meet its objectives
  • Implement the resolutions of the board of management in his/her capacity as its secretary
  • Ensure proper management and maintenance of institutional resources.
  • Perform any other role that may enhance teaching standards and professionalism among teachers.

 

FUNCTIONS OF TSC COUNTY DIRECTOR

 

  • Facilitate the processing of teacher registration and enforcement of requirements for teacher registration
  • Coordinate teacher recruitment at the county and ensure that the commission’s recruitment guidelines in force are adhered to
  • Maintain a data base of registered teachers including the unemployed teachers within the county
  • Manage aspects of teacher management as per the existing policy and guidelines within the county through recruitment, transfers, posting, receiving, and recommending teachers study leave, handling disciplinary matters as directed by secretary and identifying through a competitive process and recommending to the secretary, teachers to be deployed to administrative positions.
  • Implement guidelines issued by the commission from time to time
  • Maintain a data base of all administrative posts in the county
  • Maintain a data bank of all teacher vacancies available at the county
  • Coordinate identification and selection of candidates for Teacher Professional Development Courses within the county as per the guidelines issued by the commission from time to time
  • Coordinate teacher promotion under the common cadre establishment within the county
  • Ensure that teachers comply with the teaching standards prescribed by the commission
  • Monitor the conduct and performance of teachers at the county level
  • Oversee performance appraisal of teachers at the county level
  • Submit other reports related to performance of teachers at the commission may require from time to time
  • Transmit reports from heads of institution to the commission
  • Supervise teachers within the county
  • Advise respective county governments on matters relating to the teaching profession
  • Receive and transmit teachers’ documents for processing of pension and related dues
  • Perform other duty as may be assigned by the commission from time to time.

 

ROLE OF THE SUB COUNTY DIRECTOR

  • Facilitate the processing of teacher registration
  • Update and submit data on staffing levels to the county office
  • Assign teachers employed by the commission to public institutions within the sub-county
  • Co-ordinate teacher performance management activities within the sub-county
  • Investigate allegations of professional misconduct within the sub-county
  • Receive applications for transfer of service of teachers to public institutions for submission to the county office
  • Receive retirement documents for processing of pension and related dues and submit to the county office
  • Supervise staff within the sub-county office
  • Perform any other duty as may be assigned by the county director.

 

ROLES OF TSC QUALITY ASSURANCE AND STANDARDS OFFICER

  • Ensure educational institutions comply with performance standards
  • Summon and interview teachers and any other person to provide information or material relating to standards assessment
  • Request from any teacher the production of any teaching documents and materials referred to in regulation 42(1)(a).
  • Carry out performance assessment and discuss the findings with the teacher concerned for purposes of corrective action and continuous improvement
  • Examine and record any teaching material or document that will assist in compiling a report for purposes of preventive and corrective action
  • Ensure maintenance of discipline and work ethics among teachers
  • Compile reports in respect of performance standards and assessment carried out and submit the same to the commission for appropriate action
  • Verify other reports from relevant agencies before the commission takes appropriate action
  • Conduct joint standard assessment with other relevant government agencies
  • Monitor performance of teachers in schools
  • Perform all other duties as may be necessary to promote standards in teaching profession.

 

FUNCTIONS FOR A CURRICULUM SUPPORT OFFICER

  • Identify the training needs of teachers and heads of institutions and advise the commission accordingly
  • In liaison with the county director and school administrators, provide support services to teachers and to continuously advise on teaching techniques, selection of appropriate text books, lesson demonstrations and the challenges noted during assessment
  • Organize and conduct, in conjunction with the county director, courses on curriculum delivery and implementation through seminars, workshops, retreats and in-service programmes
  • Acquire appropriate resources including resource books, consumables, audio-visual aids and other materials necessary for teaching and learning
  • Assist teachers to develop teaching aids and other reference materials
  • Update teachers on curriculum changes, pedagogy, content coverage and any other emerging issues in the teaching service
  • Develop work programmes for the curriculum support centres
  • Visit schools, observe teaching techniques, give demonstrative lessons and advise teachers on the appropriate methods, techniques, and resources needed effective teaching and learning
  • Assist teachers to develop and use appropriate teaching and learning materials
  • Assist in the setting up and organization of subject panels and examination and assessment procedures in schools at the zonal level
  • Provide professional guidance and counseling to teachers and disseminate information on curriculum, evaluation, text book selection and training
  • Collect and submit data on school enrolment, staff establishment, staff changes and other related information
  • Participate in the organization and management of co-curricular activities
  • Work with quality assurance and standards officer to improve teaching and learning
  • Enter an institution to perform demonstrative lessons to teachers for classroom practice
  • Prepare regular progress reports for transmission to the county director
  • Perform all other duties as may be necessary to promote standards in the teaching profession.

 

GROUNDS FOR ADMINISTRATION OF DISCIPLINARY ACTION

  • Immoral behavior, including but not restricted to;

 

  • Sexual intercourse
  • Sodomy
  • Lesbianism
  • Sexual harassment or flirtation

 

  • Professional misconduct including but not restricted to;

 

  • Negligence of duty
  • Lateness to duty
  • Chronic absenteeism
  • Desertion
  • Incitement
  • insubordination

 

  • infamous conduct including but not limited to;
  • drunkenness
  • fighting
  • conduct or behavior which in the opinion of the commission contradicts the spirit and letter of chapter six of the constitution
  • forgery
  • mismanagement and embezzlement of public
  • any other act or conduct that is incompatible with the teaching profession.

 

THE ROLE OF THE SPONSOR

  • Participate and make recommendations of review of curriculum, syllabus, books and other teaching aids
  • Representation in the school management committees and Board of management
  • Provide supervisory and advisory services in matters regarding spiritual development in schools including the appointments of chaplains at their own expense
  • Maintenance of spiritual development while safeguarding the denominational or religious adherence of others
  • Offer financial and infrastructural support

 

ROLES OF COUNTY DIRECTOR OF EDUCATION

The County Director of education shall, subject to the authority of the Cabinet secretary and in consultation with the County Government, perform the following functions;

  • Implementation of educational policies
  • Co-ordination and supervision of all education officers and support staff at the county level
  • Management of basic education, adult continuing education, non-formal education, special needs education, tertiary and other educational programmes
  • Initiating educational policies at county level
  • Liaise with KNEC on management of national examinations
  • Maintenance of quality assurance and standards in the county
  • Management and monitoring the implementation of educational programmes
  • Advising and facilitating the establishment and registration of learning institutions by the county government
  • Administration of education management information system and the related information and communication technology at the county level
  • Facilitating the auditing of all basic education institutions in the county
  • Advise the county educational board on selection and appointment of BOM’s, school management committees, and parents associations
  • Co-ordinate capacity building and development for officers, school managers, BOM and curriculum implementers
  • Admissions, transfers, and discipline of students
  • Co-ordination of partners and education providers in the county including links with government departments on all educational matters
  • Supervision of handing and taking over in schools and educational institutions in consultation with the TSC
  • Oversee the proper management and maintenance of school buildings, property, and infrastructure development
  • Monitoring and evaluation of education programmes
  • Management of co-curricular activities, sports education, and talent development in the basic education institutions in the county
  • Any other duties assigned by the cabinet secretary.

 

FUNCTIONS OF EDUCATIONAL STANDARDS AND QUALITY ASSURANCE COUNCIL

  • Ensure standards and maintain quality in institutions of basic education
  • Administer policies and guidelines set for basic education
  • Supervise and oversee curriculum implementation and delivery
  • In co-operation with County Education Board, monitor the conduct of assessments and examinations in institutions of basic education
  • Monitor and evaluate standards and quality in basic educations.

 

FUNCTIONS OF NATIONAL EDUCATION BOARD

  • It collaborates with the quality assurance and standards commission and other stakeholders to promote standards in basic education and training
  • Works with all relevant authorities and agencies to ensure that all the barriers to the right to quality education are removed and that the national and county governments facilitate the realization of the right to education by all Kenyans.
  • Initiate guidelines for approval by the cabinet secretary on establishment of basic education institutions
  • Puts measures in place to ensure all children attend and remain in school to complete basic education requirements
  • Puts measures to ensure transition to the next level of education, especially for vulnerable and marginalised children is guaranteed.

FUNCTIONS OF THE COUNTY EDUCATION BOARD

The functions of the County Education Board shall be to—

 

(a) oversee in consultation with the county government, the operation and management of youth polytechnics, pre-primary education including early childhood care and education programmes in the county;

(b) coordinate and monitor education and training in the County on behalf of the national government and the county government;

(c) interpret national policies in education based on the county’s needs;

(d) initiate proposals for policy reforms;

(e) plan, promote, develop, and coordinate education, training and research in the county in accordance with the provisions of this Act, the national education policy and the laws and policies of the county government;

(f) collaborate with the Board of Management, the Principal, the Head Teacher, and other appropriate authorities in the management of basic schools;

(g) register and maintain a data bank of all education and training institutions within the county;

(h) monitor curriculum implementation in basic education in the county;

(i) monitor the conduct of examinations and assessments at the basic education and training levels in the county in collaboration with all the relevant national bodies;

(j) collaborate with the Teachers Service Commission on teacher management within the county;

(k) prepare and submit a comprehensive school termly annual report including Educational Management Information System data to the Cabinet Secretary on all areas of its mandate including education and training services, curriculum, policy implementation and school based audit report within the County;

(l) coordinate with all relevant agencies to ensure that all the barriers to the right to quality education are removed and with National Government to facilitate realization of the right to education within the county;

(m) put measures in place to ensure all children and youth of school going age within the county attend and stay in to complete basic education.

(n) perform such other functions as may be necessary for the better carrying out of the functions of the county education board under this Act or any other written law.

 

THE NATIONAL GOALS OF EDUCATION

  • To foster nationalism, patriotism and promote national unity
  • To promote social economic, technological, and industrial needs for national development
  • To provide individual development and self fulfilment.
  • To promote social equality and responsibility
  • To promote sound moral and religious values
  • To promote respect for and development of Kenya’s rich and varied culture
  • To promote international consciousness and a positive attitude towards other nations
  • To promote a positive attitude towards good health and the environment.

 

ROLE OF EDUCATION IN NATIONAL DEVELOPMENT

  • Education is an important exit route from poverty
  • It assists in the production of skilled manpower
  • It increases an individual’s productivity by imparting skills and attitudes that are favourable to work
  • It can reduce social and economic inequality
  • It instils attitudes of cooperation, punctuality, leadership, creativity, and global citizenship
  • It inculcates favourable attitudes in the whole development process by encouraging positive habits among the educated
  • It promotes economic growth by raising people’s income and encouraging investment
  • Evidence from parts of the world indicate that countries with high growth rates are the same ones with most educated manpower

 

CARDINAL PRINCIPLES FOR EDUCATION FOR ALL (EFA)

 

Dakar, Senegal April 2000;

  • Free and compulsory primary education of good quality
  • Expansion of early childhood care and to all young children
  • Training and life skills for youths and adults
  • Adult literacy programmes
  • Eliminate gender disparities in access, progression, and completion
  • Improve overall quality of education

 

MILLENIUM DEVELOPMENT GOALS (MDGs)

  • Eradicate extreme poverty
  • Achieve universal primary education
  • Promote gender equality and empower women
  • Reduce child mortality
  • Improve maternal health
  • Combat HIV/AIDS, malaria, and other diseases
  • Ensure environmental sustainability
  • Develop a global partnership for development

 

SUSTAINABLE DEVELOPMENT GOALS

They build on the foundation laid by the MDGs, and sought to complete the unfinished business of the MDGs and respond to new challenges. They SDGs

  • End poverty in all its forms
  • End hunger, achieve food security and improved nutrition and promote sustainable agriculture
  • Ensure health lives and promote well-being for all at all ages
  • Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
  • Achieve gender equality and empower all women and girls
  • Ensure availability and sustainable management of water and sanitation for all
  • Ensure access to affordable, reliable, sustainable, and modern energy for all
  • Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
  • Build resilient infrastructure, promote inclusive, and sustainable industrialization and foster innovation
  • Reduce inequality within and among countries
  • Make cities and human settlements inclusive, safe, resilient, and sustainable
  • Ensure sustainable consumption and production patterns
  • Take urgent action to combat climate change and its impacts
  • Conserve and sustainably use the oceans, seas, and marine resources for sustainable development
  • Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
  • Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable, and inclusive institutions at all levels
  • Strengthen the means of implementation and revitalize the global partnership for sustainable development.

THE TSC LOGO AND EXPLANATION

  • The hands- symbolize TSC’s authority in teaching service. The embracing form of hands is a sign of its warmth and compassion for employees
  • The motor Board- duty to review teaching standards, training, fitness to reach prospective teachers
  • Map of Kenya- TSC’s area of jurisdiction.
  • The black board- the teaching service
  • The Book- teachers register, TSC’s policies, code Act, |Records, Knowledge, and information
  • TSC letters and sun rays- supply of TSC teachers to all public schools in Kenya
  • The circle and platform- the scroll with TSC motto represents the unity of purpose in its mission, flexibility and adaptability to changes
  • Black- National aspiration
  • Gold- Leader in teaching service
  • Blue- TSC’s vision as in “the sky is the limit”

 

TSC |VISION

Effective service for quality teaching

 

MISSION

To establish and maintain a sufficient professional teaching service for educational institutions responsive to environmental changes

 

 EDUCATION TRENDS SINCE INDEPENDENCE

Education trends refer to policy direction and changes that the education sector goes through from time to time.

The government has addressed challenges facing education using the following strategies;

  1. Educationalcommissions– comprise a group of people who have expertise in various fields appointed by the government to carry out a general overview. E.g. Ominde & Koech commissions.
  2. Educationcommittee– appointed by the government to look into specific aspects of education and make recommendation. E.g. Gachathi committee
  3. Presidentialworkingparty– appointed by the president to look into a particular aspect of education e.g. Mackay & Kamunge presidential working parties.
  4. Presidentialdegree– is an official order or directive issued by the president e.g. provision of free milk to all children in primary schools in Kenya
  5. Taskforce– a group formed for a short period of time to deal with a particular problem. In education, it’s usually appointed by the cabinet secretary. E.g. Odhiambo & the Kilemi Mwiria task forces.
  6. SessionalPapers– professional paper prepared by the responsible ministry to address inadequacies in the sector and come up with a policy framework to address these issues e.g.
  • Sessional paper No. 10 of 1965 formally adopted the Ominde report and identified three urgent interventions; eradication of poverty, illiteracy, and diseases
  • Sessional paper No. 6 of 1988 which adopted the Kamunge report. It laid emphasis on cost sharing in education
  • Sessional paper No. 1 of 2005 which was based on the recommendations of the National conference on Education training and research of November 2003. It provides for the integration of secondary education as part of basic education cycle and established two centres of excellence in every district.
  • Sessional paper No. 14 of 2012- provided the establishment of education standards and quality assurance and accreditation commission (ESQAC), National education board (NEB), county education board (CEB) and reforming curricular to align it with the provisions of the 2010 Constitution and the aspirations of Kenya vision 2030.

 

CHAPTER SIX OF CONSTITUTION OF KENYA, 2010

Cap 73 (2) Guiding principles of leadership and integrity

  • Selection on the basis of personal integrity, competence and suitability, or election in a free and fair election
  • Objectivity and impartiality in decision making, and in ensuring that decisions are not influenced by nepotism,favouritism, and other improper motives or corrupt practices.
  • Selfless service based solely on the public interest, demonstrated by honesty in the execution of public duties and the declarationof any interest that may conflict with public duties
  • Accountability to the public for decisions and actions
  • Discipline and commitment in the service to the people.

 

CHAPTER FOUROF CONSTITUTION OF KENYA, 2010

 

Cap 53 (1) CHILDREN’S RIGHT

Every child has a right to:

  • To a name and nationality from birth
  • To free and compulsory basic education
  • To basic nutrition, shelter, and health care
  • To be protected from abuse, neglect, harmful cultural practices and punishment, and hazardous and exploitative labour
  • To parental care and protection, which includes equal responsibility of the mother and father to provide for the child, whether they are married to each other or not
  • Not to be detained, except as a measure of last resort, and when detained, to be held-
  • For the shortest appropriate period of time
  • Separate from adults and in conditions that take account of the child’s sex and age.

 

Massive Transfers, Demotions for County Commissioners by Interior CS Kithure Kindiki

REPUBLIC OF KENYA

MINISTRY OF INTERIOR AND NATIONAL ADMINISTRATION

POSTING ORDER

For Immediate Release

Harambee House, Nairobi; 7th March, 2023

To enhance service delivery within the National Administration, changes have been made among County Commissioners in all the 47 Counties of the Republic of Kenya with effect from 7th March, 2023.

  1. COUNTY COMMISSIONERS
    1. RECALLED TO  THE  MINISTRY   HEADQUARTERS  FOR  RE-DEPLOYMENT:

 

S/NO NAME COUNTY
1. Herman Shambi Nandi
2. Mathias Rioba Trans-Nzoia
3. Michael Ivuto Kirinyaga
4. Stephen Kihara Embu
  1. TO REMAIN AT CURRENT STATIONS

 

S/NO NAME COUNTY
1. Boaz Cherotich Garissa
2. Geoffrey Omoding Isiolo
3. Fredrick Ndunga Meru
4. William Kaimba Makueni
5. Jacob Ouma Turkana
6. Apollo Okello West Pokot
7. Henry Wafula Samburu
8. John Korir Elgeyo Marakwet
9. Joseph Kanyiri Laikipia
10. Felix Watakila Kajiado
11. Joseph Ondego Kakamega
12. Jim Njoka Siaya
13. Tom Anjere Kisii
14. Dr. Eddyson Nyale Uasin Gishu
15. Dr. Ahmed Omar Bomet

 

  1. TRANSFERS

 

S/NO NAME FROM TO
1. Abdirisack Jaldesa Baringo Mombasa
2. Gideon Oyagi Kwale Trans-Nzoia
3. Thomas Sankei Tana River Bungoma
4. Loyford Kibaara Taita Taveta Nakuru
5. Karuku Ngumo Murang’a Wajir
6. Amos Mariba Nyandarua Mandera
7. Nobert Komora Tharaka Nithi Marsabit
8. Erastus Mbui Kitui Migori
9. Joshua Nkanatha Kiambu Embu
10. Josephine Ouko Kisumu Busia
11. Isaac Masinde Narok Homa Bay
12. Susan Waweru Vihiga Nairobi
13. Moses Lilan Homa Bay Kitui
14. Mohamed Barre Nyeri Nyandarua
15. Gilbert Kitiyo Nakuru Vihiga
16. Onesmus Kyatha Mandera Nyamira
17. Paul Famba Headquarters Machakos
18. Michael Mwangi Meru Migori Kwale
19. Michael Lesimam Nyamira Kericho
20. Josephine Onunga Headquarters Taita-Taveta
  1. DEPUTY COUNTY COMMISSIONERS PROMOTED TO COUNTY

COMMISSIONERS (subject to concurrence of the Public Service Commission (PSC):

 

S/NO NAME COUNTY
1. Jack Obuo Kiambu
2. Gerishon Mathioya Kisumu
3. Patrick Mukuria Murang’a
4. Pius Murugu Mugambi Nyeri
5. Wesley Koech Mabwa Tharaka Nithi
6. David Kariuki Gitonga Narok
7. Josephat Biwott Kilifi
8. Louis Rono Lamu
9. Caroline Mueni Nandi
10. Stephen Kutwa Baringo
11. Bejah M’mbesta Tana River
12. Nayioma Tobiko Kirinyaga

 

  1. DEPUTY COMMISSIONERS

MEANWHILE,        THE       FOLLOWING        DEPUTY                                   COUNTY COMMISSIONERS HAVE BEEN TRANSFERRED:

 

S/NO NAME FROM TO
1. Abdihakim Jubat Kimilili Transmara South
2. James Taari Tana North Kajiado North
3. Moranga Morekwa Kajiado West Tana North
4. Patrick Mwangi Kajiado North Samburu East
5. Catherine Kamathai Thagicu Mathare
6. Samuel Gichohi Isiolo Tiaty East
7. Aaron Omaset Vihiga Tiaty West
8. Lydia W. Munyi Mumoni Kajiado West

 

KITHURE KINDIKI CABINET SECRETARY

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