The Kenya Union of Post-Primary Education Teachers (KUPPET) National Chair Emuhaya Member of Parliament Omboko Milemba has intimated that the push to have Junior Secondary School (JSS) secure autonomy might bear fruit.
Speaking during the World Teachers’ Day celebrations at the Moi International Sports Centre on Sunday, Milemba said that the intensifying push for autonomy by JSS tutors has been escalated to the government and the Teachers Service Commission (TSC).
“We have heard you and we have taken the steps of writing to the commission so that we can discuss with the government,” he said.
“As we do so, let us demonstrate good respect, let us work for the kids who are the key people around us. I am looking forward to leaders in government and TSC to equally invite our brothers so that we solve that amicably.”
He, however, urged teachers to work in collaboration amid pay and medical cover constraints which he said are being fast-tracked to streamline the education sector.
“As teachers of Kenya, we must work together. ECD teachers are suffering because they are being paid below the minimum wage, and there is a great need to address those issues. There have been differing opinions and schools of thought, but we need our CBAs implemented. We are also facing challenges with our medical cover, and we shall find a solution,” he said.
KUPPET, along with JSS tutors across the country, has been demanding the establishment of a distinct administrative framework for JSS, independent of the primary schools where the new learning level is currently domiciled.
They argue that the government’s decision to domicile JSS within primary schools has created widespread confusion, particularly in areas such as school administration, sports, and co-curricular activities.
Education Cabinet Secretary (CS) Julius Migos Ogamba added that the State is working to address the challenges facing teachers across the nation.
“We have employed 74,000 teachers within the last two years, and we’re looking forward to hiring 24,000 more in January to address the shortage,” said Ogamba.
He added that funding concerns are also being prioritized, noting that schools will receive capitation upon verification from the exchequer.
“The government remains committed to adequately funding schools. We will also increase capitation for institutions whose learners have been verified. So far, we have verified 38,000 schools, and capitation has already been released as we await the completion of the verification process,” he said.
The CS further noted that a detailed report will be issued in ten days to help ascertain the total number of schools and learners.
The Teachers Service Commission (TSC) has announced the dates for promotion interviews for teachers and Curriculum Support Officers (CSOs) in October 2025. According to Circular Ref. TSC/ADM/192A/VOL.X/63 dated 11th September 2025, the exercise will be conducted in two phases between 6th and 24th October 2025.
The Commission has indicated that the promotional exercise will be guided by the Promotional Guidelines for Teachers, Circular No. 8/2025 dated 11th August 2025 which are available on the Commission’s website.
TSC Promotion Interviews’ Schedule
The interviews will be conducted in two phases:
Phase I: Primary School Teachers (6th – 10th October 2025)
This phase will cover all shortlisted primary school candidates across all grades. A total of 47,449 candidates will be interviewed under the following categories:
Curriculum Support Officer I (D1 grade) – 362 candidates (Advert No. 14/2025)
Curriculum Support Officer II (C5 grade) – 560 candidates (Advert Nos. 19 & 20/2025)
Roadmap for the Promotion Exercise
The Commission has outlined the following roadmap for the promotion exercise:
Virtual sensitization of Headquarters Officers, Regional, County and Sub County Directors – Friday, 12th September 2025.
Shortlisting of candidates – 16th to 23rd September 2025.
Interviews for Primary School candidates – 6th to 10th October 2025.
Interviews for Post Primary teachers and CSOs – 13th to 24th October 2025.
Submission of interview materials – 3rd to 7th November 2025.
The Commission directed that all venues must be accessible to candidates with disabilities and all officers involved must exercise the highest degree of confidentiality, integrity and professionalism throughout the process.
Scoring Guidelines for TSC Promotions
The promotion exercise will be guided by the Commission’s scoring framework, age, years of service in the current grade and administrative experience. According to the scoresheet:
Teachers aged 52–56 years will get 25 marks, those aged 47–51 years will get 20 marks, those below 41 years will get 10 marks.
Service in the current grade will be up to 30 marks, seven years or more will get full marks, three years will get 10 marks.
Acting or previously held administrative roles will be recognized and awarded marks.
Number of Promotion Vacancies
The October 2025 exercise will fill 21,313 promotional vacancies in primary and post primary institutions and Curriculum Support Officer positions.
TSC noted that more vacancies will be created in 2026 following President William Ruto’s pledge to increase teacher promotion opportunities from 25,000 to 50,000 annually. During a meeting at State House, the President announced that the government will increase the budgetary allocation for teacher promotions from KSh 1 billion to KSh 2 billion annually.
Since President Ruto took office, the Commission has promoted 97,255 teachers, broken down as follows:
14,034 in December 2022,
36,275 in September 2023,
25,633 in 2024,
21,313 in August 2025.
The exercise will be done as per the guidelines and timelines. Results will be submitted daily through official channels and final reports at the end of the exercise.
The Kenya Union of Post-Primary Education Teachers (Kuppet) has written to the Teachers Service Commission (TSC) requesting an urgent meeting over the management of Junior Secondary (JS) teachers.
The union is pushing for the independence of the Junior Secondary wing or, alternatively, the transfer of JS to existing secondary schools.
In a letter dated October 2, Kuppet Secretary-General Akelo Misori warned that growing disquiet among Junior Secondary teachers over their placement under primary school headteachers is threatening the smooth rollout of the curriculum.
He argued that the current arrangement — which places JS under primary school leadership — undermines the professionalism and career progression of teachers trained to handle adolescent learners.
“The ongoing demands by Junior School teachers highlight significant concerns regarding their incorporation under a leadership structure headed by primary school headteachers with qualifications not aligned to the unique demands of Junior School education,” Misori said in the letter.
The letter comes after a series of attempts by a section of teachers in Junior School demanding the institution’s leadership be separated from the primary schools.
“This situation has led to calls for autonomous leadership that recognises the professionalism and career development needs of Junior School teachers,” he added.
Kuppet has consistently maintained that Junior Secondary, which caters for learners transitioning from upper primary, is more closely aligned with secondary education in terms of pedagogy, content, and learner needs.
Misori reiterated this position when Kuppet officials met President William Ruto at State House in September, where they pushed for JS to be domiciled in secondary schools to leverage existing resources, infrastructure, and administrative expertise.
The Teachers Service Commission (TSC) has been urged to review the management of Junior Secondary School teachers (JSS) amid rising concerns that their placement under primary school headteachers is affecting curriculum implementation.
The Kenya Union of Post-Primary Education Teachers (KUPPET) has written to TSC requesting an urgent meeting to address the issue.
KUPPET Secretary General Akelo Misori warned that growing disquiet among Junior Secondary teachers over their placement under primary school headteachers is threatening the smooth rollout of the curriculum. He argued that the current arrangement, which places JS under primary school leadership, undermines the professionalism and career progression of teachers trained to handle adolescent learners.
“The ongoing demands by Junior School teachers highlight significant concerns regarding their incorporation under a leadership structure headed by primary school headteachers with qualifications not aligned to the unique demands of Junior School education,” Misori said in the letter dated October 2.
The union is pushing for the independence of the Junior Secondary wing or, alternatively, the transfer of JSS to existing secondary schools. The letter comes after a series of attempts by a section of teachers in Junior School demanding the institution’s leadership be separated from the primary schools.
“This situation has led to calls for autonomous leadership that recognises the professionalism and career development needs of Junior School teachers,” Misori added.
KUPPET has consistently maintained that Junior Secondary, which caters for learners transitioning from upper primary, is more closely aligned with secondary education in terms of pedagogy, content and learner needs.
Misori reiterated this position when Kuppet officials met President William Ruto at State House in September, where they pushed for JS to be domiciled in secondary schools to leverage existing resources, infrastructure and administrative expertise.
However, Education Cabinet Secretary Julius Ogamba effectively ruled out the possibility of autonomy for over 50,000 Junior Secondary teachers, saying they will continue to work under primary school headteachers, who are also serving as principals for junior schools in an acting capacity.
Speaking before the Senate last week, Ogamba noted that junior schools are currently operating according to the recommendations of the Presidential Working Party on Education Reforms (PWPER).
“The junior schools are operating in line with the recommendations of the Presidential Working Party on Education Reforms,” Ogamba told Senators.
The PWPER had proposed merging junior schools with primary schools to form a single comprehensive school, headed by one principal and two deputies.
In line with this, the Teachers Service Commission directed the appointment of one junior school teacher to act as deputy principal, signalling adoption of the PWPER proposals.
JSS Teachers hold demos to have their TSC employment terms changed to PnP
Junior Secondary School (JSS) teachers in Bomet County, led by officials of the Kenya Union of Post-Primary Education Teachers (KUPPET), held peaceful demonstrations to demand full administrative autonomy and improved working conditions for JSS staff.
The teachers, who marched through Bomet town streets, called on the government to grant JSS schools independent leadership structures to ensure effective management and quality learning.
Led by KUPPET Executive Secretary Paul Kimeto, the demonstrators stated that the current arrangement — where JSS teachers operate under primary school management — has created confusion, slowed decision-making, and hindered the delivery of quality education.
Kimeto insisted that JSS institutions should have their own principals, deputy principals, and heads of departments (HODs) to ensure smooth operations and provide learners with proper academic and administrative attention.
“The autonomy of JSS is long overdue. The government must create clear administrative structures to ensure efficiency and accountability in junior schools,” Kimeto said.
He further urged the Teachers Service Commission (TSC) to confirm all JSS intern teachers who have served on contract since 2023, arguing that they have made significant sacrifices over the years and deserve recognition.
“The first cohort of interns must be promoted once confirmed by the TSC. The years they have served as interns must be recognised as part of their experience for career progression,” Kimeto added.
The union leader also raised concerns over challenges in the teachers’ Minet health insurance scheme, saying many members have been unable to access medical services despite regular deductions.
He urged the TSC and Minet to ensure that services are fully operational at AGC Tenwek Hospital in Bomet, which many teachers rely on for treatment.
“Our members’ payslips are mutilated, yet they cannot access services at Tenwek Hospital. The TSC and Minet must intervene immediately,” he said.
On his part, Jackson Kip Cheruiyot, a JSS teacher, said that the lack of distinct leadership in junior schools has compromised learning quality and demoralised teachers.
“The operational confusion in primary setups is nothing but gambling with the lives of learners. Junior school pupils are at a critical stage of choosing career pathways and need teachers who are supported and well-guided,” he noted.
The teachers vowed to continue pushing for reforms until their concerns are addressed by the Ministry of Education and the Teachers Service Commission.
Teachers have criticised the Teachers Service Commission (TSC) for restricting their participation in union activities during the third term, describing it as unconstitutional and a violation of their rights to association and expression.
A section of the Kenya Union of Post-Primary Education Teachers (KUPPET) officials said the directive was an attempt to silence teachers ahead of the union’s elections slated for January 2026.
In an internal memo addressed to regional, county, and sub-county directors, the TSC instructed all education officials across the country to ensure that schools remain free from union-related or social activities during the term.
The circular, which was dispatched to all field offices, further directed school administrators to strictly supervise learning institutions to ensure that they remain focused on academic programmes and that no external activities, particularly those related to union politics, should disrupt the school environment.
“No social activities, such as union campaigns, should take place in schools during working hours or at any time in a way that disrupts learning, exam preparation, or management,” reads the circular.
The directive comes just months before the KUPPET elections, which are expected to take place in January 2026.
Vihiga Branch Executive Secretary Sabala Inyeni faulted the move, saying it was unconstitutional and completely uncalled for. He termed it an infringement on the liberal and democratic rights of teachers.
“When teachers go to schools, they are not disrupting or interfering with any learning activities; they are simply exercising their rights as citizens and professionals. It is, therefore, very wrong for the TSC to come out and start issuing directives preventing participation. I hope this is not a gag to control who wins the elections,” Inyeni said.
Kisii Branch Executive Secretary Abincha Joseph said the directive came as a surprise, especially since the Registrar of Trade Unions had already issued timelines for the upcoming KUPPET elections scheduled to begin in January.
Laikipia County KUPPET Executive Secretary Robert Miano said the directive should only apply during the national examination period.
“This directive should only apply when national exams are underway, not during regular school activities,” Miano said.
The union officials have urged the TSC to withdraw the circular, arguing that it undermines teachers’ freedom of association and expression, and could interfere with the smooth conduct of union elections.
This year, national examinations and assessments will begin on October 17 and run until November 21, 2025, marking a critical phase for learners under both the 8-4-4 and Competency-Based Curriculum (CBC) systems.
The Kenya National Examinations Council (KNEC) Chief Executive Officer, David Njengere, said a total of 3,424,836 candidates will sit for the national examinations and assessments across the country.
Of these, 996,078 candidates have registered for the Kenya Certificate of Secondary Education (KCSE), 1,298,089 will sit for the Kenya Primary School Education Assessment (KPSEA), while 1,130,669 candidates will take the Kenya Junior School Education Assessment (KJSEA), the first group under the CBC system.
To ensure smooth administration, Njengere said the Council has deployed 54,782 invigilators and 12,126 supervisors to oversee this year’s KCSE examinations. An additional 24,213 centre managers have also been appointed to manage the KJSEA and KPSEA assessments.
“The field administration of the 2025 examinations and assessments is scheduled to start on Friday, October 17, and end on Friday, November 21, 2025,” Njengere said.
In the quiet corridors of a rural primary school in Turkana, Mr Kamau, a senior teacher with over thirty years of service, arranged his lesson plans meticulously on the desk. His students shuffled in, eager for the day’s lesson, but his mind was elsewhere. He had just received a circular from the Teachers Service Commission about the new Career Progression Guidelines. For years, he had held Job Group L under the former scheme, a testament to his experience and dedication. Now, he found himself placed in Job Group J.
“This cannot be,” he muttered under his breath, glancing at the photographs of former students on the wall. “After all these years, and they just drop us like this?”
Mr Kamau’s story is not unique. Across Kenya, senior teachers—whether in bustling urban high schools, remote primary schools, or colleges preparing the next generation of educators—were grappling with a new reality: the path back to higher job groups was no longer automatic. To regain J and L, teachers had to assume administrative roles. This meant stepping out of the classroom and into positions such as deputy headteacher or headteacher, navigating interviews designed to test leadership, organisational skills, and readiness to manage staff and school operations.
In Nairobi, Mrs Wanjiku, a high school biology teacher with over 20 years of experience, faced a similar dilemma. She had spent her career mentoring students, supervising junior teachers, and coordinating science programs. Yet the new guidelines meant that her years of classroom experience could no longer restore her previous rank. She knew that to advance, she had to apply for a deputy headteacher position.
“I love teaching,” she confided to a colleague over tea in the staffroom. “Standing before a classroom, seeing a student understand a difficult concept—that’s my joy. But if I want to retire at the grade I deserve, I have no choice. I must step into administration.”
The tension between passion for teaching and career advancement weighs heavily on senior teachers. Some embrace the administrative path, seeing it as an opportunity to influence the school at a higher level. Others hesitate, fearing the added responsibilities of leadership and the potential loss of direct engagement with students.
This transition has introduced a new, often delicate, dynamic in schools. Teachers who were once senior figures now find themselves reporting to administrators who were previously their juniors. In Kisumu, Mr Otieno, a veteran high school mathematics teacher, once led his department with authority, mentoring younger colleagues and setting academic standards. When a younger teacher, Ms Njeri, who had recently completed a master’s degree and secured an administrative appointment, returned as deputy headteacher, Mr Otieno suddenly found himself taking directives from someone he had once guided in the classroom.
“It’s awkward,” he confessed to a colleague during lunch break. “I have taught her since she was a trainee teacher. Now she tells me how to run the department. I respect her qualifications, but I don’t feel the same sense of authority she expects me to obey.”
This situation is mirrored in teacher training colleges and rural primary schools. Experienced lecturers and teachers, who have dedicated decades to guiding both students and junior staff, now work under administrators who were once students or less experienced teachers. The formal authority of these administrators—granted by their positions—sometimes clashes with the moral authority they have earned through years of teaching, mentorship, and community service.
For administrators like Ms Njeri, the challenge is real. She must enforce policies, evaluate performance, and manage staff who are older and more experienced than herself. “I try to be respectful,” she admits. “I consult the senior teachers on major decisions. But at the same time, I have responsibilities I cannot ignore. Gaining their respect is harder than I expected.”
Senior teachers, too, face difficult choices. They must navigate the new hierarchy carefully, balancing pride, professionalism, and the recognition that the system now values formal administrative roles alongside classroom experience. Many choose to support administrators, offering guidance and expertise to ensure that the school functions effectively, even if their moral authority has been compromised.
The consequences of these decisions extend beyond personal pride. Teachers who take on administrative roles gain a pathway to promotions from Job Group J to K and eventually L. For example, a high school deputy headteacher coordinates departments, supervises examinations, and ensures both staff and students meet national standards. A college head of department manages faculty schedules, mentors trainee teachers, and oversees the delivery of the curriculum. A primary school headteacher balances classroom responsibilities with community engagement and school performance. Those who navigate these roles successfully can retire having held three job groups—J, K, and L—symbolising the journey from classroom expertise to institutional leadership.
Those who remain classroom teachers, however, face a different reality. Their career progression is capped at Job Group J, regardless of decades of service, mentorship, or past achievements. Mrs Achieng, a long-serving mathematics teacher in Kisumu, decided to remain in the classroom. “I know my students need me,” she explained. “I may not get L again, but my work matters every day in this classroom.” Her choice reflects the devotion many senior teachers continue to show, even when formal recognition is limited.
The human dimension of these changes is profound. Senior teachers are mentors, community leaders, and role models. In rural primary schools, they may be the only stable adult presence for children facing economic hardship. In high schools, they guide not only students but also younger teachers navigating the profession. In colleges, they shape the very future of teaching. Yet, under the Career Progression Guidelines, these contributions only translate into higher job groups if teachers take on formal administrative duties.
Mr Kamau, after weeks of contemplation, decided to apply for the headteacher position. The interview was gruelling, testing his knowledge of school management, budgeting, and staff supervision. When the results came, he had been appointed. Walking through the corridors of his school now, he carries a dual identity: mentor in the classroom and leader of the institution. His story reflects both the challenges and opportunities embedded in the new system.
Across Kenya, similar stories unfold daily. Teachers must weigh love of teaching against ambition, confront former juniors now in positions of authority, and navigate the human dynamics of respect, hierarchy, and mentorship. The Career Progression Guidelines highlight a broader truth: formal promotion does not automatically confer moral authority. Administrators must earn respect through competence, fairness, and humility. At the same time, senior teachers must reconcile their expertise with the realities of the new hierarchy.
Ultimately, the system underscores the evolving nature of teaching careers in Kenya. Advancement depends not only on years of experience and classroom excellence but also on leadership, adaptability, and strategic career decisions. For senior teachers, the journey is no longer just about teaching—it is about legacy, service, and navigating the delicate balance between authority and respect. Whether in a bustling college, a dynamic high school, or a quiet rural primary school, Kenya’s educators continue to shape the future, leaving an indelible mark on their students, colleagues, and communities, even as the letters J, K, and L trace the trajectory of their careers.
A qualified teacher since 2013, he spent a decade waiting, applying, and hoping, each passing year ending in heartbreak as his name failed to appear on the Teachers Service Commission (TSC) list.
“I graduated from Machakos Teachers College in 2013,” he recalls. “Since then, I have been tarmacking, applying for a TSC job almost every year, nine times, but nothing came through. I kept asking myself, will my chance ever come?”
To keep his family afloat, Nzomo became a driver, dabbled in small businesses, and took odd jobs, doing whatever it took to make ends meet.
“Previously, we learnt about vacancies from newspaper adverts,” he explains. “You would travel long distances to deliver your application papers in person, wait for a call that never came, and later discover others had been recruited. There was no kind of transparency we see now. You just went home and hoped, until the next advert.”Year after year, he repeated the same cycle: hope, effort, and disappointment. Yet through it all, one thing remained constant: his unwavering belief that one day, he would be formally employed and finally stand before a classroom again, not just as a volunteer, but as a teacher in his rightful place.
“But even as he worked behind the wheel or manned a shop counter, his heart never left the classroom.
“Teaching was never just about employment; it has always been my calling,” he says.
That calling was finally answered, a decade later.
“I am personally grateful for this government and for the current office, TSC Machakos, because the new system in place there is a lot of accountability and transparency.”
Through reforms introduced under President William Ruto’s administration, the government launched an ambitious plan to recruit 116,000 teachers in 2022, beginning with systemic changes at the TSC.
A key part of this transformation was digitizing the recruitment process, a shift that the TSC Chief Executive Officer, Dr. Evalyne Mitei, calls “A game-changer because we have digitized our systems. It allows every trained teacher to access recruitment opportunities directly. Every teacher in this country now knows that the process is digital; they do not have to ask anyone when the next recruitment will happen,” she explains.
Adding that “Our recruitment process is online, and this is basically the entire process where the teachers apply online, and we shortlist online. That would definitely ensure transparency and effectiveness of the process. It also gives access to our teachers from wherever they are to be able to see the advert and apply.”
“When the results were pinned on the county noticeboard and I saw my name, I could not believe it,” he says with a smile. “It felt like a heavy burden had been lifted.”
He reported to Kwanthanze High School, where TSC officials guided successful candidates through the employment process. Soon after, he received his official posting letter.
Initially deployed to Bomet County, Nzomo was later transferred closer to home following the end of the delocalization policy.
Today, Steven Nzomo is living his long-awaited dream, teaching at Ngelani Comprehensive School in Machakos County, where his passion for education finally meets his purpose.
His arrival coincided with Kenya’s shift from the 8-4-4 system to Competency-Based Education (CBE), a change he fully embraces.
“In 8-4-4, the teacher was doing most of the work; it was teacher-centred. But now, with CBE, we guide learners as facilitators. They are more innovative, creative, and exposed. It makes learning easier and impactful.”
For Nzomo, the classroom is more than a workplace; it is the fulfilment of a dream he refused to let die.
His story mirrors that of thousands of teachers across Kenya who endured years of waiting, but never gave up on their calling.
Acting TSC CEO Evelyn Mitei confirms that his experience is not unique, noting that recent reforms have breathed new life into the sector.
“We have teachers who have overstayed after graduation for more than 15 years. In the last two and a half years, we have hired 76,000 teachers, numbers that would have taken 20 years under the old system. Our policy of ‘first-out, first-in’ ensures those who have waited longest are finally recruited.”
On his part, TSC Chairperson Dr. Jamleck Muturi underscores the importance of these hires.
“The first important person in Competency-Based Education implementation is the teacher. Recruiting more teachers reduces shortages, lowers the teacher-pupil ratio, balances workloads, and ensures every child enjoys the constitutional right to quality education.”
President William Ruto has echoed this commitment, announcing that by January, an additional 24,000 teachers will be hired. Funding for teacher promotions has also been doubled from Ksh 1 billion to Ksh 2 billion annually, enabling at least 50,000 teachers to rise in rank each year,” he added.
Meanwhile, Deputy President Kithure Kindiki has further affirmed that education now takes the largest share of Kenya’s national budget, an unprecedented investment since independence.
Prof. Kindiki assured parents, teachers, learners and stakeholders in the sector that the government will intensify funding to ensure accessibility to relevant and affordable quality education across all levels of study.
Speaking when he presided over the Murang’a Technical Training Institute Graduation ceremony in Maragua, Murang’a County, the DP said the government takes education seriously because it is key in economic development and transformation.
For Nzomo, these policies are not just numbers or announcements. They are the realization of a dream he clung to for nine long years.
Today, he steps into his classroom with renewed purpose, knowing his struggle was not in vain. “Once we enable the teacher, we enable the village. And once we enable the village, we build the nation,” he says with a smile.
A public Mixed secondary school categorized as C4 under the new Competency-Based Education (CBE) curriculum. We are dedicated to empowering our students through quality education, discipline, and integrity, while providing a safe and supportive environment where every child can discover their potential and thrive.
Browse through our website to learn more about us, from our academic programs and vibrant student life to our achievements and community engagement. Get to know more about the school’s physical location and academic programmes.
Nganga Secondary School || Physical Location
Nganga Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day School. The Senior School (Secondary School) is physically located at Mwea West Subcounty in Kirinyaga County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies. We have also provided theSchool’s Official Phone Number Contact. Reach the Principal directly on: +254 (+254)0710641757
This well researched article provides the latest and accurate on the school’s School Physical Location, Postal Address, Mobile Number, Telephone Number, Email Address and School Website. Also available is the school’s Category, type, level, accomodation type, Knec Code and Performance at KNEC EXAMS.
Our school’s story is one of resilience, growth, and community. On this page, you’ll find a summary of who we are—our mission, values, and the people who make it all happen. From humble beginnings to a vibrant learning environment, we continue to serve with pride. Whether you’re a parent, student, alumni, or visitor, we invite you to learn more and become part of our journey. Here is a quick run through the school’s key details:
For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.
The Grade 10 School and Career Pathway Selection System is a national digital platform developed to assist Grade 9 learners in making informed decisions as they transition to Senior School. The platform enables students to select their preferred Pathways, Subject Combinations & Senior Schools in line with Kenya’s Competency-Based Education (CBE) framework.
Tghe goal is to empower learners to take control of their educational journey by aligning their selections with their individual talents, interests, and aspirations.
The platform is used to place learners who have completed Grade 9 into appropriate senior secondary schools based on their performance, interests, and chosen career pathways under the Competency-Based Education Curriculum (CBC/ CBE) in Kenya.
This system is tailored for the CBC/ CBE framework and focuses on talent, interest, and ability – helping students transition smoothly into senior school (Grades 10 to 12).
Learner Selection Verification
Enter your Assessment Number to view your selections
Welcome to our senior school; where education goes beyond academics to shape character, inspire leadership, and nurture purpose. Our school’s story is one of resilience, growth, and community. On this page, you’ll find a summary of who we are—our mission, values, and the people who make it all happen. From humble beginnings to a vibrant learning environment, we continue to serve with pride. Whether you’re a parent, student, alumni, or visitor, we invite you to learn more and become part of our journey.
The school represents a story of vision, dedication, and growth. This page brings together the moments that shaped our identity: from early founding ideals to landmark achievements and community collaborations. Scroll through an interactive timeline, view curated photo galleries, and read first‑hand reflections that connect our heritage to today’s vibrant learning community.
Our school is made up of a vibrant teaching staff that is recruited by the Teachers Service Commission, TSC.As a school, we believe that teaching is more than delivering content—it’s about inspiring minds and shaping futures. This page highlights the educators who bring our mission to life: from veteran teachers with decades of experience to innovative newcomers integrating technology and project‑based learning. Learn about their credentials, classroom innovations, and the personal stories that drive their passion for education.
Senior Schools in Kenya | School Profile
Senior Schools’ complete details.
How to Contact the Ministry of Education, MoE- Kenya..
Contact the Ministry by using the following details;
1. State Department of Early Learning and Basic Education:
Postal Address: P.O Box 36260-00200 Nairobi, Kenya
To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.
1. How you can Choose a Career Pathway:
Identify your interests and potential career aspirations.
Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
Confirm your choice to proceed with the pathway.
2. Select Subject Combinations:
The portal will provide you with a list of subject combinations available within your chosen pathway.
Choose three subject combinations that align with your interests and strengths.
3. Select Preferred Senior Schools:
For each subject combination, select four schools from the available clusters.
This ensures a diverse range of options and equal representation from different categories of schools.
A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.
About the Grade 10 Selection System
The Grade 10 School and Career Pathway Selection System is a national digital platform developed to assist Grade 9 learners in making informed decisions as they transition to Senior School. The platform enables students to select their preferred Pathways, Subject Combinations & Senior Schools in line with Kenya’s Competency-Based Education (CBE) framework.
The goal is to empower learners to take control of their educational journey by aligning their selections with their individual talents, interests, and aspirations.
How to Contact Selection Support Team
For any queries on Grade 10 selection/ choices, contact: selection.basic@education.go.ke
POSSIBLE CBE CAREERS EXPLORER
Here are the Career opportunities under the Competency Based Education (CBE) curriculum:
Computer Studies Career Opportunities
• Computer Scientist
• Robotics Engineer
• Telecommunication Engineer
• Software Developer/Engineer
• System Administrator
• Database Administrator
• Network Engineer/Administrator
• Cybersecurity Analyst/Specialist
• Web Developer
• Data Analyst
• IT Support Specialist
• Computer Science Educator
• Cloud Solutions Architect
• Artificial Intelligence Engineer
• Machine Learning Engineer
• UI/UX Designer
• Game Developer
• Hardware Engineer
• Quantum Computing Scientist/Engineer
• AR/VR Developer
• IT Project Manager
Agriculture Career Opportunities
• Agricultural Engineer
• Agribusiness Manager
• Crop Consultant
• Livestock Manager
• Horticulturist
• Agricultural Extension Officer
• Food Safety Inspector
• Farm Manager
• Agricultural Scientist
• Soil Scientist
Music & Dance Career Opportunities
• Professional Musician (Instrumentalist, Vocalist)
• Professional Dancer
• Composer/Arranger
• Music Teacher/Instructor
• Dance Instructor
• Choreographer
• Performing Artist (opera, dance troupes, etc.)
• Music Therapist
• Dance Therapist
• Sound Engineer
• Music Journalist/Critic
• Dance Critic
Fine Arts Career Opportunities
• Visual Artist (Painter, Sculptor, Illustrator)
• Art Teacher/Instructor
• Art Conservator/Restorer
• Art Gallery Curator
• Art Director (advertising, design firms)
• Art Critic/Reviewer
• Museum Curator
• Exhibition Designer
• Illustrator (books, magazines)
• Graphic Designer
Theater & Film Career Opportunities
• Lighting Designer
• Sound Designer
• Film Editor
• Producer (Theatre, Film, Television)
• Casting Director
• Actor/Actress
• Director (Theatre, Film, Television)
• Playwright/Screenwriter
• Set Designer
• Art Director
• Costume Designer
Sports & Recreation Career Opportunities
• Recreation Manager
• Camp Coordinator
• Outdoor Adventure Guide/Instructor
• Park Ranger/Naturalist
• Event Planner/Coordinator
• Resort/Cruise Ship Recreation Director
• Professional Athlete
• Coach/Trainer
• Sports Official/Referee/Umpire
• Sports Agent/Manager
• Sports Journalist/Reporter
• Sports Broadcaster/Commentator
• Sports Photographer/Videographer
• Sports Editor/Producer
• Sports Marketing Specialist
• Sports Team Manager/Administrator
• Athletic Director
• Sports Facility Manager
• Sports Event Coordinator
English Career Opportunities
• Writer/Author
• Editor
• Proofreader
• Teacher
• Journalist
• Reporter
• Content Writer
• Copywriter
• Public Relations Specialist
• Communication Specialist
• Literary Critic/Scholar
• Professor of English Literature
• Publisher
• Cultural Heritage Officer
Kiswahili nCareer Opportunities
• Kiswahili Teacher/Instructor
• Translator/Interpreter
• Journalist/Reporter (Kiswahili media)
• Government Official/Diplomat
• Cultural Consultant
• Literary Critic/Scholar (Swahili literature)
• Professor of Swahili Literature
• Publisher (Swahili literature)
Sign Language Career Opportunities
• Sign Language Interpreter
• Sign Language Teacher/Instructor
• Advocate for the Deaf Community
• Social Worker (specializing in deaf services)
• Disability Rights Activist
• Literary Agent Researcher/Archivist
• Cultural Heritage Officer
• Translator/Interpreter
• Language Teacher/Instructor
• International Business/Trade Specialist
• Journalist
• Diplomat/Foreign Service Officer
• Cultural Liaison/Consultant
Religious Education Career Opportunities
• Religious Leader/Clergy
• Religious Educator/Teacher
• Counselor/Chaplain
• Interfaith Dialogue Coordinator
• Community Outreach Worker
• Religious Researcher/Scholar
Business Studies Career Opportunities
• Entrepreneur/Business Owner
• Business Manager/Administrator
• Marketing Specialist/Manager
• Human Resources Manager/Officer
• Financial Analyst/Advisor
• Management Consultant
• Supply Chain Manager
• Sales Representative/Manager
• Accountant
History & Citizenship Career Opportunities
• Historian
• History Teacher
• Archivist
• Museum Curator
• Cultural Heritage Officer
• Political Analyst
• Civil Service Administrator
• Diplomat
• Policy Advisor
• Lawyer (with focus on constitutional/human rights law)
• Journalist (political/historical focus)
• Genealogist
• Tour Guide (historical sites)
Geography (12) Career Opportunities
• Urban/Regional Planner
• Environmental Consultant
• GIS Specialist
• Cartographer/Mapmaker
• Conservation Scientist/Forester
• Transportation Planner
• Economic Development Specialist
• Climate Change Analyst
• Surveyor
• Hydrologist
• Demographer
• Geospatial Analyst
• Disaster Management Specialist
Pure Sciences (13) Career Opportunities
• Research Scientist
• Biologist
• Chemist
• Physicist
• Astronomer
• Mathematician
• Geologist
• Ecologist
• Oceanographer
• Meteorologist
• Seismologist
• Biophysicist
• Climatologist
• Paleontologist
• Engineer
• Environmental Scientist
• Forensic Scientist
• Medical Technologist
• Pharmacist
• Biomedical Engineer
• Food Scientist
• Material Scientist
• Industrial Designer
• Quality Assurance (QA) Engineer
• Petroleum Engineer
• Nuclear Engineer
• Renewable Energy Specialist
• Water Resource Engineer
• Safety Engineer
• Science Educator
• Neurologist
• Botanist
• Zoologist
• Geneticist
• Astrophysicist
• Entomologist
Marine Sciences Career Opportunities
• Marine Biologist
• Oceanographer
• Marine Engineer
• Aquaculture Manager
• Fisheries Scientist
• Marine Conservationist
• Marine Geologist
• Naval Architect
• Underwater Archaeologist
• Marine Policy Analyst
• Coastal Zone Manager
• Marine Educator
• Water Sports Instructor
• Marine Mining Specialist
• Marine Transport Specialist
• Port Manager
• Marine Environmental Consultant
• Marine Resource Manager
Metal Work Career Opportunities
• Welder
• Machinist
• Sheet Metal Worker
• Metal Fabricator
• Blacksmith
• Metal Sculptor
• Ironworker
• Metal Casting Technician
• Metal Finisher
• CNC Machine Operator
Wood Work Career Opportunities
• Carpenter
• Cabinet Maker
• Woodworker
• Joiner
• Wood Turner
• Furniture Designer
• Luthier (Instrument Maker)
• Boat Builder
• Wood Carver
• Restoration Specialist
Aviation Career Opportunities
• Pilot (Commercial/Private)
• Aircraft Mechanic/Technician
• Aerospace Engineer
• Aviation Maintenance Manager
• Flight Dispatcher
• Air Traffic Controller
• Avionics Technician
• Flight Instructor
• Aircraft Inspector
• Drone Operator
Building and Construction Career Opportunities
• Construction Manager
• Civil Engineer
• Architect
• Structural Engineer
• Construction Worker
• Quantity Surveyor
• Building Inspector
• Site Supervisor
• Estimator
• Bricklayer
Electricity Career Opportunities
• Electrician
• Electrical Engineer
• Power System Technician
• Electrical Drafter
• Power Plant Operator
• Renewable Energy Technician
• Electrical Inspector
• Control Systems Technician
• Instrumentation Technician
• Smart Grid Technician
Power Mechanics Career Opportunities
• Mechanical Engineer
• Automotive Technician
• Heavy Equipment Operator
• Diesel Systems Mechanic
• HVAC Technician
• Industrial Machinery Mechanic
• Aircraft Mechanic
• Elevator Installer/Repairer
• Railway Mechanic
• Hydraulics Specialist
Media Technology Career Opportunities
• Multimedia Producer
• Video Editor
• Audio Engineer
• Animation Specialist
• Broadcast Technician
• Video Journalist
• Podcast Producer
• Game Designer/Developer
• VR/AR Developer
• Mobile App Developer
• Web Developer
• UI/UX Designer
• Digital Marketer
• Social Media Manager
• SEO Specialist
• Film & TV Producer
• VFX Artist
• Media Systems Engineer
• Cloud Media Specialist
• AI & Automation Specialist
Marine and Fisheries Career Opportunities
• Marine Biologist
• Marine Ecologist
• Coral Reef Specialist
• Fisheries Manager
• Aquaculture Specialist
• Hatchery Manager
• Marine Scientist
• Fisheries Oceanographer
• Hydrologist
• Marine Conservationist
• Environmental Consultant
• Marine Policy Analyst
• Marine Engineer
• Naval Architect
• Deck Officer
• Commercial Fisher
• Seafood Quality Control Officer
• Processing Plant Manager
• Marine Researcher
• Marine Science Educator
Home Science Career Opportunities
• Nutritionist/Dietician
• Family and Consumer Scientist
• Textile Designer
• Interior Designer
• Child Development Specialist
• Gerontologist
• Home Economist
• Consumer Advocate
• Community Nutritionist
• Textile Technologist
• Housing Specialist
• Family Therapist
• Food Scientist
• Fashion Designer
•Care Specialist for the aged
• Preschool Administrator
• Human Development Researcher
• Consumer Product Developer
Geography Career Opportunities
• Urban/Regional Planner
• Environmental Consultant
• GIS Specialist
• Cartographer
• Conservation Scientist
• Transportation Planner
• Economic Development Specialist
• Climate Change Analyst
• Surveyor
• Hydrologist
Pure Sciences Career Opportunities
• Research Scientist
• Biologist
• Chemist
• Physicist
• Astronomer
• Mathematician
• Geologist
• Ecologist
• Oceanographer
• Meteorologist
TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools
Science Combinations
Chemistry & Biology
Chemistry & Physics
Agriculture & Geography
Biology & Geography
Home Science & Biology
Physics & Computer
Agriculture & Biology
Agriculture & Chemistry
Language Combinations
English & Literature
Kiswahili & CRE (Christian Religious Education)
Kiswahili & History
Kiswahili & Geography
German & Geography
German & CRE
Kiswahili & IRE (Islamic Religious Education)
Kiswahili & Home Science
Kiswahili & P.E. (Physical Education)
French & Geography
French & Business Studies
French & CRE
French & History
Arabic & IRE
German & History
Mathematics Combinations
Mathematics & Business Studies
Mathematics & Geography
Mathematics & Computer
Mathematics & Chemistry
Mathematics & Biology
Mathematics & Physics
Humanities Combinations
Geography & CRE
History & CRE
Geography & History
Geography & IRE
History & IRE
History & P.E.
Geography & P.E.
Geography & Business Studies
Home Science & History
Home Science & CRE
SNE & P.E.
Music & P.E.
Technical Combinations
Metal Work & Mathematics
Metal Work & Physics
Woodwork & Mathematics
Woodwork & Physics
Electricity & Mathematics
Electricity & Physics
Fine Arts & History (Fine)
Art & Geography
Art & Design & History
Art & Design & Geography
Kiswahili & Home Science
Kiswahili & P.E.
SELECTION OF PATHWAYS AND SENIOR SCHOOLS
• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway
The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation
Out of the 12 schools selected based on pathway;
9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.
How Placement of learners to Senior Schools (SS) at Grade 10 will be done
It will be based on:
Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in schools of choice
Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice
Admission and replacement process
Placement results will show where learners have been placed
Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
All schools, both public and private shall admit Grade 10 through KEMIS
Leaners will be entered to the KEMIS System only after reporting physically to the school.
Daily online reporting shall be monitored through KEMIS
Replacements
Schools with vacancies will declare through their respective county directors of education
Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
Priority shall be given to those who had earlier selected the schools they are requesting for Approvals by MoE shall be based on senior schools’ documented capacity
Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
Replacement will be done once and shall be irreversible
Sat for your KCSE examination and attained the minimum University Entry Grade and have been selected to join University? Well. Congratulations for this your major achievement. Students joining Alupe University College (AUC) are selected by the Kenya Universities and Colleges Central Placement Service, KCCPS. The students are selected after doing their Kenya Certificate of Secondary Education, KCSE, examination and getting the minimum University entry requirement. The KCSE students must first apply to KUCCPS to be selected to preferred programmes. The students can apply at school level or apply individually during the first and second revision windows.
Once the applications are closed, KUCCPS then places the KCSE students in preferred courses depending on the student’s score, number of available vacancies against applicants among other selection criteria. In not satisfied with the University that you have been selected to join then you can apply for Inter-Institution Transfer.
The placement body then announces the selection results and students can access the admission lists and download their admission letters.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Locate the Admission Letter download tab and click on it to download it.
Print the Admission letter and read the instructions keenly. In case you have queries, please direct them to the University by using the official (provided) contacts on your admission letter.
Kindly confirm the email address you gave is correct. If you changed, Kindly send the changed email with details to admin.arsa@auc.ac.ke and copy to asar@auc.ac.ke
THE ALUPE UNIVERSITY COLLEGE (AUC) ADMISSION LETTER
The Alupe University College (AUC) admission letter is an important document that enables a prospective student to prepare adequately before joining the institution. Contents of the University admission letter are:
Your Admission Number
Your Name
Your Postal Address and other contact details
The Course you have been selected to pursue.
Reporting dates
What to carry during admission; Original and Copies of your academic certificates, national identity card/ passport, NHIF Card, Coloured Passports and Duly filled registration forms accessible at the university’s website.
Fees payable and payment details
Other documents that can be downloaded alongside the University admission letter are:
Acceptance Form
Student’s Regulations Declaration
Accommodation Declaration
Medical Form
Emergency operation consent
Student Data sheet
Application for Hostel Form
Student Personal Details Form
University Rules and regulations
Fee programme structure
These documents cab be returned to the University before or during admissions; depending on the instructions from the university.
SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION
For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:
Masai Technical Training Institute (MTTI), now known as Maasai National Polytechnic, is located in Kajiado, Kenya. Specifically, it’s situated between Kajiado town and the county headquarters. The institute has been elevated to a national polytechnic.
The institution is registered with the Technical and Vocational Education and Training (TVET) Authority and is listed on the KUCCPS website.
Masai Technical Training Institute Contacts
You can easily contact the Institute by using the official contacts below:
The Maasai Mara Technical and Vocational College (MMTVC) can be contacted via email at info@mmtvc.ac.ke or by phone at +254 799 213-300 or +254 774 213-300.
Masai Technical and Vocational College student portal/ Website
You can access the instution’s Student Portal/ Website by using this link: https://maanp.ac.ke/
Masai TTI Courses offered
The TTI offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):
Masai Technical Training Institute Courses Duration.
The TTI Diploma, Certificate and Artisan Courses have different durations, But generally as shown below:
Diploma Programs:
The duration for diploma programs can vary. Some may be completed in two to three years, while others may take longer depending on the specific course and institution.
Certificate Programs:
Unlike Diploma Courses, Certificate programs typically have a shorter duration, often ranging from one to two years.
Artisan Programs:
Artisan programs also have varying durations, but are generally shorter than certificate programs, with some being completed in less than a year.
Masai TVC fee structure
The TTI Fees is subsidised by the Government. Students admitted through Kuccps also get fees bursary and loans from the Higher Education Loans Board (Helb) through the Higher Education Funding Model. Below is the general fees requirements for TTI courses:
Diploma Courses Fees: Ksh.67,189 per year to Ksh.72,076 per year.
Certificate Courses Fees: between Ksh 56,000 to Ksh 67,189 per year
Artisan Courses Fees: between Ksh 56,000 to Ksh 67,189 per year
Masai Technical Training Institute 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 password. Once 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.
Masai 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:
Kitui East Technical and Vocational College (KITUI EAST TVC) is located in Zombe town, within the Kitui East Constituency. Information regarding the exact date of its opening is not readily available in the provided search results. However, the college is active and has a Facebook group that shares updates and information related to its activities.
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.
Technical and Vocational College Contacts
To contact Kitui East Technical and Vocational College (TVC), you can reach out through their official Facebook page. The college also has a Facebook group, where you can find updates, connect with other members, and potentially get in touch with the college administration. You can also try searching for the college on other social media platforms or online directories.
Other online directories or social media:You can also try searching for the college on other platforms.
For more info contact 0712274159/ 0710659241/ 0742 608981
Technical and Vocational College Courses offered
Kitui East Technical and Vocational College (TVC) offers Welding and Fabrication Level 5, as confirmed by the KUCCPS portal. They are also likely to offer other courses aligned with the Technical and Vocational Education and Training (TVET) framework, potentially including business and agriculture related programs, and possibly construction.
Technical and Vocational College Kuccps Approved Courses
The TVC offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):
Technical and Vocational College (TVC) Fees Structure
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 years. Some 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 course 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).
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 password. Once 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.
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:
The annual tuition fee for TVET courses at many Kenyan Technical and Vocational Colleges (TVCs) is Ksh 67,189. This 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.
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
The St. Paul’s University student online portal helps a student to download KUCCPS admission letter, KUCCPS admissions lists, register for courses, register for exams, check fees balances, book room and check exam results.
Elwak Technical and Vocational College (TVC)is located in Elwak, Mandera South Constituency, Mandera County, Kenya. Specifically, it’s situated within Mandera South Constituency. The college is the only one of its kind in Mandera South sub-county.
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.
Elwak Technical and Vocational College Contacts
To contact Elwak Technical and Vocational College (TVC), you can try the following:
If Elwak TVC has a website, it may have contact information listed, including email or a contact form.
3. Contact the Ministry of Education:
You can try contacting the Ministry of Education directly as they may have more information or be able to connect you with the college. Their contact information is available on the Ministry of Education’s website.
WhatsApp, SMS or Call or 0721142367/0723242216
Elwak Technical and Vocational College Courses offered
Elwak Technical and Vocational College (TVC) offers a variety of courses across several departments, including Business, Electrical and Electronics, Automotive Engineering, and Beauty Therapy. Specific courses include Business studies, Automotive Engineering (Level 6), Electrical installation, and Motor vehicle mechanics. Other departments include Civil Engineering, Information Technology, and Hospitality.
Elwak Technical and Vocational College Kuccps Approved Courses
The TVC offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):
Elwak Technical and Vocational College (TVC) Fees Structure
The annual fees for Elwak Technical Training College are Ksh 67,189. Additionally, there are extra costs for accommodation (Ksh 4,000 per term), library usage (Ksh 900), and student activities (Ksh 1,000 annually). The Kenyan government also provides a subsidy of Ksh 30,000 per student annually.
Elwak TVC Fees breakdown:
Tuition, Staff, Facilities, and Other Expenses:Ksh 67,189 per year.
Hostel Fee:Ksh 4,000 per term.
Library Fee:Ksh 900 annually.
Student Activities Fee:Ksh 1,000 annually.
Government Subsidy:Ksh 30,000 per year (for each student).
Elwak 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 years. Some 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).
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 password. Once 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.
Elwak 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:
The annual tuition fee for TVET courses at many Kenyan Technical and Vocational Colleges (TVCs) is Ksh 67,189. This 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.
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
Did your KCSE examination and attained the minimum Karatina University Entry Grade? Well. Congratulations on this your major achievement. Students joining university are selected by the Kenya Universities and Colleges Central Placement Service, KCCPS. The students are selected after doing their Kenya Certificate of Secondary Education, KCSE, examination and getting the minimum University entry requirement. The KCSE students must first apply to KUCCPS to be selected to preferred programmes. The students can apply at school level or apply individually during the first and second revision windows.
Once the applications are closed, KUCCPS then places the KCSE students in preferred courses depending on the student’s score, number of available vacancies against applicants among other selection criteria. In not satisfied with the University that you have been selected to join then you can apply for Inter-Institution Transfer.
The placement body then announces the selection results and students can access the admission lists and download their admission letters.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Select the intake year. Enter your KCSE Index Number in full and click on ‘Submit’.
Locate the Admission Letter download tab and click on it to download it.
Print the Admission letter and read the instructions keenly. In case you have queries, please direct them to the University by using the official (provided) contacts on your admission letter.
THE KARATINA UNIVERSITY ADMISSION LETTER
The University admission letter is an important document that enables a prospective student to prepare adequately before joining the institution. Contents of the University admission letter are:
Your Admission Number
Your Name
Your Postal Address and other contact details
The Course you have been selected to pursue.
Reporting dates
What to carry during admission; Original and Copies of your academic certificates, national identity card/ passport, NHIF Card, Coloured Passports and Duly filled registration forms accessible at the university’s website.
Fees payable and payment details
Other documents that can be downloaded alongside the University admission letter are:
Acceptance Form
Student’s Regulations Declaration
Accommodation Declaration
Medical Form
Emergency operation consent
Student Data sheet
Application for Hostel Form
Student Personal Details Form
University Rules and regulations
Fee programme structure
These documents cab be returned to the University before or during admissions; depending on the instructions from the university.
SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION
For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:
