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Knec Schools Portal

Ndiaini Girls High School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

Ndiaini Girls High School is a public Girls’ County Level Boarding School. The Senior School (Secondary School) is physically located at Mukurweini Subcounty in Nyeri 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 the School’s Official Phone Number Contact. Reach the Principal directly on: 0721414722

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

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.

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Nyeri County.

Subcounty: Mukurweini Subcounty.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Ndiaini Girls High School

Sex: Girls’ School.

School Cluster/ Level: County School whose Classification is C3.

Accomodation Type: Boarding School.

Knec Code:  08219108

School’s Official Phone Number:  0721414722

Official Email Address for the School:  ndiainigirls@gmail.com

Postal Address: P.O. Box 44, Gakindu 10111.

Total Number of Subjects Combinations Offered at the School: 13 Subjects’ Combinations in various Pathways.

Important Links with Schools’ details:

Fees paid at Ndiaini Girls High School

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

Ndiaini Girls High School Profile & Information

Complete overview of academic programs and school details

NDIAINI SEC

LocationNYERI
SexGIRLS
CategoryREGULAR
ClusterC3

7

STEM

6

Social Sciences

13

Total Combinations

Subject Combinations Offered at Ndiaini Girls High School

View all available subject combinations at this school

STEM

7
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2091
Core Mathematics,Agriculture,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2049
Agriculture,Business Studies,General Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2097
Biology,Business Studies,Computer Studies
3 SubjectsSTEM

SOCIAL SCIENCES

6
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1037
Fasihi ya Kiswahili,General Science,Kenya Sign Language
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2118
Business Studies,Geography,Kenya Sign Language
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1044
Core Mathematics,Fasihi ya Kiswahili,Kenya Sign Language
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES

How to get the School’s Knec Results.

To check the school’s Knec results, visit Knec Portal and search for the school by its name.

📍 How to get more Information about the School

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

Continue reading:

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
  • Physical Address: Jogoo House B, Taifa Road
  • Telephone Number: +254-020-3318581
  • Email: psbasic@education.go.ke

2. MINISTRY OF EDUCATION’s HEAD OFFICE.

  • Physical Location: Jogoo House “B” Taifa Road
  • Postal Address: P.O. Box 300400-00100 Nairobi.
  • Email: info@education.go.ke
  • Phone : +254(0) 3318581

How to Select Grade 10 Subjects and schools

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

1. How you can Choose a Career Pathway:

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

2. Select Subject Combinations:

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

3. Select Preferred Senior Schools:

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

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.
Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

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Teachers' Resources

Agriculture Grade 7 CBC Free Schemes of Work

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GRADE 7 SPARK AGRICULTURE SCHEMES OF WORK TERM

GRADE LEARNING AREA TERM YEAR
7 AGRICULTURE THREE 2023

 

Week LSN strand Sub-strand Specific Learning Outcomes Key Inquiry Question(s) Learning Experiences Learning Resources Assessment Methods Refl
1 1 AGRICULTURE AND TECHNOLOGY Importance of off-season cropping By the end of the lesson, the learner should be able to:

a) discuss meaning of off-season cropping as a farming technique,

b) explain the importance of off-season cropping in Agriculture,

c) Develop curiosity in off season cropping techniques

 How can we ensure a continuous supply of vegetables in farming?

 

Why should we practice off-season cropping in farming?

 Learner is guided to:

• discuss the importance of off-season cropping and in a plenary share derived points such as continuous supply of food, regular income and high market value.

 Video clips

Organic manure

Gardening tools

Spark Agric. Grd 7 Pb. -Pg. 72-73

 

Spark Agric. Grd 7 TG. Pg.52

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 Importance of off-season cropping By the end of the lesson, the learner should be able to:

a) discuss meaning of off-season cropping as a farming technique,

b) explain the importance of off-season cropping in Agriculture,

c) Develop curiosity in off season cropping techniques

 How can we ensure a continuous supply of vegetables in farming?

 

Why should we practice off-season cropping in farming?

 Learner is guided to:

• discuss the importance of off-season cropping and in a plenary share derived points such as continuous supply of food, regular income and high market value.

 Video clips

Organic manure

Gardening tools

Spark Agric. Grd 7 Pb. -Pg. 72-73

 

Spark Agric. Grd 7 TG. Pg.52

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 Technologies that support off-season cropping – drip irrigation By the end of the lesson, the learner should be able to:

a) state the importance of off-season cropping in Agriculture,

b) choose appropriate technology to support off-season cropping,

c) Develop curiosity in off season cropping techniques

 How can we ensure a continuous supply of vegetables in farming?

 

Why should we practice off-season cropping in farming?

 Learner is guided to:

• search for information on applicable

technologies for off-season cropping such

as innovative drip irrigation and container gardening.

 Video clips

Organic manure

Gardening tools

Spark Agric. Grd 7 Pb. -Pg. 74-75

 

Spark Agric. Grd 7 TG. Pg.52-53

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 1 Container gardening By the end of the lesson, the learner should be able to:

a) state the importance of off-season cropping in Agriculture,

b) choose appropriate technology to support off-season cropping,

c) Develop curiosity in off season cropping techniques

 How can we ensure a continuous supply of vegetables in farming?

 

Why should we practice off-season cropping in farming?

 Learner is guided to:

• search for information on applicable

technologies for off-season cropping such

as innovative drip irrigation and container gardening.

 Video clips

Organic manure

Gardening tools

Spark Agric. Grd 7 Pb. -Pg. 74-75

 

Spark Agric. Grd 7 TG. Pg.52-53

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 Techniques used in off-season cropping – succession planting By the end of the lesson, the learner should be able to:

a) state the technology used to support off-season cropping,

b) describe appropriate

techniques used in offseason cropping,

c) Develop curiosity in off season cropping techniques

 How can we ensure a continuous supply of vegetables in farming?

 

Why should we practice off-season cropping in farming?

 Learner is guided to:

• discuss the off-season crop production techniques such as succession planting.

 Video clips

Organic manure

Gardening tools

Spark Agric. Grd 7 Pb. -Pg. 76-78

 

Spark Agric. Grd 7 TG. Pg.53-54

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 Staggered planting By the end of the lesson, the learner should be able to:

a) state the technology used to support off-season cropping,

b) describe appropriate

techniques used in offseason cropping,

c) Develop curiosity in off season cropping techniques

 How can we ensure a continuous supply of vegetables in farming?

 

Why should we practice off-season cropping in farming?

 Learner is guided to:

• discuss the off-season crop production techniques such as staggered planting

 Video clips

Organic manure

Gardening tools

Spark Agric. Grd 7 Pb. -Pg. 76-78

 

Spark Agric. Grd 7 TG. Pg.53-54

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 1 Timed planting By the end of the lesson, the learner should be able to:

a) state the technology used to support off-season cropping,

b) describe appropriate

techniques used in offseason cropping,

c) Develop curiosity in off season cropping techniques

 How can we ensure a continuous supply of vegetables in farming?

 

Why should we practice off-season cropping in farming?

 Learner is guided to:

• discuss the off-season crop production techniques such as timed planting

 Video clips

Organic manure

Gardening tools

Spark Agric. Grd 7 Pb. -Pg. 76-78

 

Spark Agric. Grd 7 TG. Pg.53-54

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 Importance of off-season cropping technique and technologies By the end of the lesson, the learner should be able to:

a) define the term offseason

b) state the techniques used in offseason cropping,

c) appreciate the importance of offseason cropping techniques and technologies for food

security.

 How can we ensure a continuous supply of vegetables in farming?

 

Why should we practice off-season cropping in farming?

 Learner is guided to:

• discuss the importance of off-season crop

production techniques and technologies.

 Video clips

Organic manure

Gardening tools

Spark Agric. Grd 7 Pb. -Pg. 78-79

 

Spark Agric. Grd 7 TG. Pg.54-55

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 Framed Suspended Gardens

 

 Off season crops suitable for container gardens By the end of the lesson, the learner should be able to:

a) identify off-season crops suitable for suspended gardening,

b) observe pictures of various container gardens

c) appreciate the importance of container gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 

 Learners are guided to:

• identify suitable crops that meet the following criteria:

– Can be established on a suspended garden on framed structures sited in small spaces such as along the drive way, pathways or any other place in the school that receives regular visitors.

– Can enhance beauty.

– Can grow within a short period of time (not a perennial crop).

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 80-81

 

Spark Agric. Grd 7 TG. Pg.56-58

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
4 1 Selecting a site By the end of the lesson, the learner should be able to:

a) identify off-season crops suitable for suspended gardening,

b) select suitable site for framed structure suspended garden,

c) appreciate the importance of container gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 Learners are guided to

• identify suitable site in the school compound to prepare framed

structures for suspended gardens.

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 81-82

 

Spark Agric. Grd 7 TG. Pg.58

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 Designing a framed structure for suspended garden By the end of the lesson, the learner should be able to:

a) identify locally available materials for making container gardens,

b) design framed structure for

suspended gardens,

c) appreciate the importance of container gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 

 Learners are guided to

• source for materials (locally available

materials such as wires, wooden planks, metal bars and poles) to

construct framed suspended garden.

• design and sketch plans for framed

suspended gardens.

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 82

 

Spark Agric. Grd 7 TG. Pg.58

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 Constructing framed structures for suspended gardens By the end of the lesson, the learner should be able to:

a) design framed structure for

suspended gardens,

b) construct framed structures for suspended gardens,

c) appreciate the importance of container gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 

 Learners are guided to

• assign themselves tasks towards construction of the framed structures,

establishment and management of selected off-season crops on the

suspended garden.

• carry out assigned tasks to construct the framed structures and establish selected off-season crops.

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 83-85

 

Spark Agric. Grd 7 TG. Pg.59

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
5 1 Constructing framed structures for suspended gardens By the end of the lesson, the learner should be able to:

a) design framed structure for

suspended gardens,

b) construct framed structures for suspended gardens,

c) appreciate the importance of container gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 

 Learners are guided to

• assign themselves tasks towards construction of the framed structures,

establishment and management of selected off-season crops on the

suspended garden.

• carry out assigned tasks to construct the framed structures and establish selected off-season crops.

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 83-85

 

Spark Agric. Grd 7 TG. Pg.59

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 Constructing framed structures for suspended gardens By the end of the lesson, the learner should be able to:

a) design framed structure for

suspended gardens,

b) construct framed structures for suspended gardens,

c) appreciate the importance of container gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 

 Learners are guided to

• assign themselves tasks towards construction of the framed structures,

establishment and management of selected off-season crops on the

suspended garden.

• carry out assigned tasks to construct the framed structures and establish selected off-season crops.

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 83-85

 

Spark Agric. Grd 7 TG. Pg.59

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 Constructing framed structures for suspended gardens By the end of the lesson, the learner should be able to:

a) design framed structure for

suspended gardens,

b) construct framed structures for suspended gardens,

c) appreciate the importance of container gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 

 Learners are guided to

• assign themselves tasks towards construction of the framed structures,

establishment and management of selected off-season crops on the

suspended garden.

• carry out assigned tasks to construct the framed structures and establish selected off-season crops.

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 83-85

 

Spark Agric. Grd 7 TG. Pg.59

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
6 1 Establishing and managing off-season crops By the end of the lesson, the learner should be able to:

a) Observe pictures of framed structures for suspended gardens,

b) establish and manage selected off-season crop on suspended gardens,

c) create educative messages on the framed suspended gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 

 Learners are guided to

• carry out relevant tasks to manage the off-season crop.

• create educative messages on the framed suspended gardens to pass to the school community.

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 85-88

 

Spark Agric. Grd 7 TG. Pg.59-61

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 Establishing and managing off-season crops By the end of the lesson, the learner should be able to:

a) Observe pictures of framed structures for suspended gardens,

b) establish and manage selected off-season crop on suspended gardens,

c) create educative messages on the framed suspended gardens

 How can we innovatively grow crops in limited space?

 

How can we prepare a framed suspended garden?

 Learners are guided to

• carry out relevant tasks to manage the off-season crop.

• create educative messages on the framed suspended gardens to pass to the school community.

 Locally available materials e.g. strings, wire, wood.

Spark Agric. Grd 7 Pb. -Pg. 85-88

 

Spark Agric. Grd 7 TG. Pg.59-61

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 Value addition techniques Meaning By the end of the lesson, the learner should be able to:

a) explain the meaning of

value addition in crop produce,

b) Observe pictures of crops that have been added value

c) Develop curiosity in adding value to crop produce

 Why do we add value to crop produce?

 

How can we add value to crop produce?

 

 Learner is guided to:

•use digital devices to search and share

information on meaning and examples of value addition in crop produce.

 

 Crop produce

Utensils

Spark Agric. Grd 7 Pb. -Pg. 89

 

Spark Agric. Grd 7 TG. Pg.61-63

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
7 1 Ways of adding value to crop produce By the end of the lesson, the learner should be able to:

a) state the meaning of

value addition in crop produce,

b) examine ways of adding value on crop produce,

c) Develop curiosity in adding value to crop produce

 Why do we add value to crop produce?

 

How can we add value to crop produce?

 

 Learner is guided to:

•discuss ways of adding value to crop produce such as potatoes, mangoes, vegetables, cassava, groundnuts, simsim, sweet potatoes and pumpkins.

 Crop produce

Utensils

Spark Agric. Grd 7 Pb. -Pg. 90

 

Spark Agric. Grd 7 TG. Pg.63

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 Processing crop produce to add value (drying and roasting) By the end of the lesson, the learner should be able to:

a) List ways of adding value on crop produce,

b) process a selected crop produce to add value,

c) Develop curiosity in adding value to crop produce

 Why do we add value to crop produce?

 

How can we add value to crop produce?

 

 Learner is guided to:

•process a provided sample of crop produce such as potatoes, mangoes, vegetables, cassava, groundnuts,

simsim, sweet potatoes and pumpkins to add value using appropriate methods like drying and frying.

•compare the processed crop produce with raw crop produce in terms of

monetary value and storage life.

 Crop produce

Utensils

Spark Agric. Grd 7 Pb. -Pg. 90-92

 

Spark Agric. Grd 7 TG. Pg.63

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 Processing crop produce to add value (packaging and extracting) By the end of the lesson, the learner should be able to:

a) List ways of adding value on crop produce,

b) process a selected crop produce to add value,

c) Develop curiosity in adding value to crop produce

 Learner is guided to:

•process a provided sample of crop produce such as potatoes, mangoes, vegetables, cassava, groundnuts,

simsim, sweet potatoes and pumpkins to add value using appropriate methods like drying and frying.

•compare the processed crop produce with raw crop produce in terms of

monetary value and storage life.

 Crop produce

Utensils

Spark Agric. Grd 7 Pb. -Pg. 90-92

 

Spark Agric. Grd 7 TG. Pg.63

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
8 1 Practical: adding value to crop produce By the end of the lesson, the learner should be able to:

a) List ways of adding value on crop produce,

b) Practically process a selected crop produce to add value,

c) Develop curiosity in adding value to crop produce

 Why do we add value to crop produce?

 

How can we add value to crop produce?

 

 Practical activity: Learners to select a crop produce of their choice and process the produce for value addition using applicable technique. Crop produce

Utensils

Spark Agric. Grd 7 Pb. -Pg. 92-94

 

Spark Agric. Grd 7 TG. Pg.63

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
2 Practical: adding value to crop produce By the end of the lesson, the learner should be able to:

a) List ways of adding value on crop produce,

b) Practically process a selected crop produce to add value,

c) Develop curiosity in adding value to crop produce

 Practical activity: Learners to select a crop produce of their choice and process the produce for value addition using applicable technique. Crop produce

Utensils

Spark Agric. Grd 7 Pb. -Pg. 92-94

 

Spark Agric. Grd 7 TG. Pg.63

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
3 Importance of value addition on crop produce By the end of the lesson, the learner should be able to:

a) List ways of adding value on crop produce,

b) compare processed crop produce with raw produce,

c) appreciate the importance of value addition on crop produce.

 Why do we add value to crop produce?

 

How can we add value to crop produce?

 Learner is guided to:

 

 Crop produce

Utensils

Spark Agric. Grd 7 Pb. -Pg. 95-96

 

Spark Agric. Grd 7 TG. Pg.64-65

 Discussions

Demonstrations

Field visits

Projects

Written assessments

Oral assessment

Observation
9 END TERM ASSESSMENT/CLOSING

 

TSC News Portal

All you need to know about TSC teachers living with disability

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The Teachers Service Commission, TSC, recognizes the rights of persons with special needs under Article 54 (1) of the Constitution with regard to its employees. The purpose of this policy aims at removing all discriminatory practices against employees with special needs by creating an enabling environment that enhance their access to opportunities and services in the Commission.

This policy will help in addressing issues and concerns of employees with special needs namely; physical, visual and hearing impairment, albinism and psychological disorders by ensuring that employees with special needs:

i. Are treated with dignity and respect, addressed and referred to in a manner that is not demeaning,
ii. Have the necessary facilities to enhance their movement in the work place.
iii. Have access to materials and devices to overcome constraints arising from their disability.
iv. Have the necessary information using the most appropriate means of communication that include but not limited to sign language and braille.

Determination of disability

The Commission in collaboration with the National Council for persons with Disability (NCPWD) shall determine the type, nature and degree of disability. Any employee with special needs shall be required to:

i. Declare disability at the time of employment,
ii. Declare disability that occurs in the course of employment,
iii. Register and obtain a disability registration certificate from the NCPWD which shall be subjected to scrutiny before acceptance,
iv. Declare their disability status once registered by the NCPWD within a reasonable period acceptable to the Commission which shall be determined from time to time.

Intervention strategies for employees with disability

The Commission shall adopt the following strategies to address the challenges of employees with special needs:

i. Establish and maintain a database of all employees with special needs specifying the nature, type and severity of disability during the time of employment,

ii. Ensure compliance with the statutory provisions on Persons With Disability (PWD) during the time of recruitment,
iii. Deploy employees with special needs to positions and stations that enhance their performance,
iv. Pay prescribed allowances to employees with special needs where such is considered necessary for effective performance of duty,
v. Guide employees with special needs to apply for PAYE tax exemption from the Kenya Revenue Authority (KRA) or any other benefits due from the government,
vi. Ensure that TSC premises and other facilities comply with the requirements of the PWDs Act 2003,
vii. Institute appropriate communication mechanisms to ensure that all employees with special needs get information,
viii. Never terminate or retire any employee on the basis of disability unless declared otherwise by a Medical Board,
ix. Support employees who acquire disability in the course of duty in accordance with the Work Injury Benefits Act (2007),
x. Ensure inclusion of all employees in the Commission’s programmes irrespective of their physical status,
xi. Enhance collaboration and partnership with relevant government agencies and stakeholders on matters of benefit to employees with special needs.

Among other benefits, Teachers with Disability are exempted from paying the Pay As You Earn Tax (PAYE) and also get other extra allowances.

KNEC News Portal

2023 KCSE Latest News; Examiners Letters, Marking Centres and Payments

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Teachers marking the KCSE 2023 will begin reporting to their respective centers on Monday morning next week after the completion of the exam on Friday this week.

However, team leaders and subject coordinators have already reported to the marking centres.

For a week, the team leaders and subject coordinators will work on the marking schemes for different subjects before the commencement of the marking exercise Next week.

KCSE 2023 MARKING CENTRES

ENG (Reporting 27th Nov)

101/1 Starehe Boys, Pangani Girls

101/2 Lenana school, Upperhill school

101/3 Precious Blood Riruta, Moi Girls Nrb.

SWAHILI
102/1 Starehe Girls Centre, Kiambu High School
102/2 Machakos Girls, Machakos TTC
102/3 – Nairobi School

MAO
121/1 Alliance Girls, Lang’ata High
121/2 Alliance High, Thogoto TTC

BIO
231/1 Moi Forces Academy Nairobi

CHEM
233/1 -Loreto Girls & Mary Leakey girls high School
233/2 Thika High & Chania girls
233/3 Limuru Girls

HISTO
311/2 – Mangu High
311/1 – State House Girls

CRE
313/2 Sunshine School

BST (Reporting 3rd Dec)

565/1 Buruburu Girls
565/2 Kahuhia Girls

Geo p1moi girls isinya
Geo p2 machakos Academy

Math pp2 Alliance High school/Thogoto Ttc

The KNEC invitation letters 2023 marking have been uploaded on the CP2 platform. Kindly visit the site to download your letter.
Not All are invited because knec is implementing rotational invitations for examiners. Should you miss out, this will be the reason you can not access your invitation letter.

TSC News Portal

TSC frequently asked questions and their Answers {TSC official}

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Do you have any question on the Teachers Service Commission (TSC) and you are wondering where to get the correct response? Wonder no more. Here are the TSC Frequently asked Questions and their answers. We have researched and provided you with the accurate and official answers to all of your TSC Questions. Check below:

TSC FREQUENTLY ASKED QUESTIONS ON ONLINE PORTALS.

Which link can I use to access my payslips online?

TSC Payslips link: https://tpay.tsc.go.ke/

Which link can I use to apply for TSC Deployment?

Link: Application for Deployment of Primary School Teachers to Junior Secondary Schools

Which link can I use to apply for TSC advertised Employment Vacancies?

Apply here: https://hrmis.tsc.go.ke/app2/login

Which link can I use to verify my TSC?

Verify your TSC Number here: https://tsconline.tsc.go.ke/register/registration-status

Which link can I use to fill my TPAD?

Here is the TSC Tpad 2 link: https://tpad2.tsc.go.ke/

Which link can I use to apply for my leave and check status online?

TSC Leave application and status portal Link: https://hrmis.tsc.go.ke/tm-app/apply_leave

Which link can I use to apply for my Transfer and check status?

TSC transfer application portal access link: https://hrmis.tsc.go.ke/tm-app/apply_transfer

Which link can I use to register for a TSC Number/ Certificate Online?

TSC Online Teacher Registration Link: https://tsconline.tsc.go.ke/register/new-registration?

Which link can I use to Access the TSC Online Recruitment Portal:

TSC Online Recruitment Portal link is: https://hrmis.tsc.go.ke/app2/login

Which link can I use to Access the TSC Promotions adverts application:

TSC Promotions link: https://services.tsc.go.ke/adverts

Which link can I use to Access the TSC Secretariat Recruitment Portal?

Secretariat Recruitment Portal link: https://services.tsc.go.ke:8585/Auth/login.php

Which link can I use to Check the TSC Online Registration Status?

TSC Registration Status checking link: https://tsconline.tsc.go.ke/register/registration-status

Which link can I use to Access the TSC Online Wealth Declaration Portal?

TSC online wealth declaration portal link: https://tsconline.tsc.go.ke/

Which link can I use to Access the TSC Online Forms and Circulars?

To get all the TSC documents, visit: TSC Downloads (Forms and Circulars) Portal

Which link can I use to Access the TSC Online TMIS Portal?

Access TMIS here: https://teachersonline.tsc.go.ke/

Which link can I use to Access the TSC Tpay Portal for Payslips and P9?

Quickly log into the TSC Tpay Portal here: https://tpay.tsc.go.ke/

Which link can I use to Access the TSC Email Activation Portal?

TSC Email Activation Portal Link: https://tscsearch.azurewebsites.net/

Give me the TSC online portals quick links:

TSC Online Portals Quick links

Click here for TSC recruitment portal

Click here for TSC Email Activation

Click here for TSC Online Transfer Application

Click here to log in to TSC HOI portal

Click here to apply for TSC jobs

Click here to Login to TSC TPAD2 Portal

Click here to log in to NEMIS

Click here to log in to TMIS

Click here for Grade 3 MLP Registration

Click here to view and download PAYSLIP (ECDE)

Click here to view and download PAYSLIP (TSC)

Click here for ONLINE PAYSLIP REGISTRATION (TSC)

Click here for KCPE REGISTRATION

Click here for KCSE REGISTRATION

Click here to download KCPE RESULT SLIPS

Click here to download Grade 10 CALLING LETTER

Click here to Login to KUCCPS portal

Click here for WEALTH DECLARATION

Click here for KNEC Supervision & Invigilation

Click here for TSC Internship Application

Click here to apply for TSC Deployment

TSC FREQUENTLY ASKED QUESTIONS ON HR CONTACTS?

Key HR Contacts at TSC Headquarters

The TSC has provided a list of contacts through which teachers can reach out directly to the relevant HR officers. Each HR contact specializes in different aspects of the commission’s functions, from handling transfer requests to processing promotions, pensions, and registrations.

Here’s a breakdown of the key contacts:

  1. Joshua (Contact: 0729418138) – For general inquiries or follow-ups, Joshua is one of the primary contacts available for assistance.
  2. Ngunyi (Contact: 0717216712) – Teachers can reach out to Ngunyi for queries regarding specific HR issues.
  3. Beatrice (Contact: 0723387840) – Beatrice is available to assist with any problems or questions teachers might have.
  4. Harriet (Contact: 0711352423) – Harriet is another key contact for addressing HR-related concerns at TSC HQ.
  5. Elizabeth (Contact: 0737406800) – For inquiries regarding registration or promotion processes, Elizabeth is available to help.
  6. Ayabei (Contact: 0739341255) – Teachers can contact Ayabei for issues related to transfers or pensions.
  7. Juliet (Contact: 0731255872) – Juliet is another resource available for HR-related concerns.
  8. Magdalene (Contact: 0714291448) – Magdalene handles queries related to registration and promotions.
  9. Macua (Contact: 0729418138) – Similar to Joshua, Macua is also available for general HR inquiries.
  10. Judith (Contact: 0739341255) – Judith can assist with various HR-related issues.
  11. James (Contact: 0106066993) – For any additional inquiries or follow-ups, teachers can reach out to James.

Which link can I use to quickly contact TSC?

Get all the TSC Contacts here: TSC official Contacts.

Other TSC contacts are found here: TSC Contacts.

TSC FREQUENTLY ASKED QUESTIONS ON THE INTERNET

How do I activate my TSC email address?

Further, users may seek help on activation of the email, virtual meetings and remote learning through the following address; emailactivation@tsc.go.ke. All other normal queries and/or issues, to be sent to info@tsc.go.ke.

How do I reset my TSC email password?

If you forgot your password, this is how you can reset it. From the log in page, click on the “Forgot your password?” link. On the new page, enter your email address in the field and click “Send Instructions”. Access the TSC Email Activation Portal Here.

How to activate TSC Tpay?

For first time users visit the local TSC Human Resource Office.

How to create a Tpay account on phone?

Steps to activate T-Pay

Login credentials: Enter your TSC number and the password that you set over at the local TSC office. Upload your profile picture: Once logged in, upload your passport photo and click on “Save.” Phone number verification: Enter your phone number and request an OTP (One-Time Password).

How to approve teachers transfer online, by the Head of Institution?

Go to TSC website (www.tsc.go.ke) and click Online Services, select HRMIS and click on ‘Teacher Transfer’ button. Select HOI Portal.

How can you access your P9 form in Kenya?

  1. For teachers employed by the government this is available on the TSC online website .
  2. Employees in the human resource sector can get theirs from the Government Human Resource Information Systems (GHRIS)

For a detailed guide, visit: TSC P9 Form from Payslips Portal: How to download and use the P9 form for TSC Teachers

How do I get my TSC email?

TSC EMAIL ACTIVATION STEPS:

Click on this link to access the TSC Email activation portal:: http://tscsearch.azurewebsites.net
Enter your TSC Number
Click NEXT
Enter your ID Number
Verify
VERIFY IMAGES based on the instructions given.
After verification, TSC confirms your data in their systems.
Click the tab, ‘VIEW MY CREDENTIALS.’
This gives you an official email account and a temporary password.
Click office.com on the tab at the top.
Once in the site, sign in by entering the email you had been given.
Click NEXT
Enter password you had been given then sign in.
office.com will request for additional information on your account for security
Click NEXT and select I WANT A DIFFERENT METHOD.
Under the drop down menu select PHONE.
Enter your phone number.
Select country (KENYA). Enter your phone number.
Under phone mark TEXT ME A CODE
Click NEXT
Enter the code sent to you. Click ‘PROCEED’ then ‘DONE’ and your account will be activated.
From here you will have to change the password you had been given to a new one
UPDATE YOUR PASSWORD.
Enter the old password
Enter your new password
Confirm new password
Sign in again with your new email and your new password.

TSC FREQUENTLY ASKED QUESTIONS ON LEAVES

When does one qualify for study leave ?

There are several conditions one should fulfill to qualify for study leave

When do i qualify for a transfer ?

 

Transfers are subject to availability of vacancies and replacement . If a vacancy is a available and the school gets a suitable replacement, the teacher requesting for the transfer gets it.

When do qualified teachers get employed by TSC ?

 

  1. Available vacancies are advertised in the local dailies, subsequently procedures for applications are provided.
  2. All advertised posts are available on the Teachers Online

Briefly Explain the TSC Leaves that a Teacher can apply for.

A teacher can apply for the following leaves, online:

1. Sick Leave

2. Annual Leave

3. Compassionate Leave

4. Paternity Leave

5. Maternity Leave

6. Study Leave

7. Special Leave

8. Adoption Leave

9. Spouse of Diplomat Leave

What is the TSC Annual Leave?

(1) A teacher in the employment of the Commission shall be entitled to a maximum of thirty days leave with full pay in respect of each calendar year worked irrespective of the terms and conditions of service.

(2) Annual leave shall only-

•  (a) be taken during school holidays; and

•  (b) not be accumulated to be carried forward from year to year.

•  110. An application for annual leave shall be made-

•  (a) during school holidays; and

•  (b) in the manner set out in Form N under the Twenty Seventh Schedule ;

A teacher who on account of illness, is unable to attend to the duties assigned by the Commission as required, shall apply for Sick leave to the Commission through the Head of institution in the manner set out in Form P under the Twenty Eighth Schedule.

An application for sick leave shall be forwarded to the Commission not later than forty eight hours where the teacher attended hospital as an out- patient and not later than seven days where the teacher is an in-patient.

What is the TSC  Sick Leave

A head of institution shall forward a teacher’s application for sick leave with the relevant medical documents to the sub county director; and

Where the teacher is unable to apply for sick leave in person due to the nature or extent of sickness, the head of institution shall inform the sub county director in writing within fourteen days;from the date of receiving information of the sickness

A head of institution who on account of illness, is unable to attend to the duties assigned by the Commission as required, shall apply for sick leave to the Commission through the sub county director in the manner set out in Form P under the Twenty Eighth Schedule.

An application for sick leave by a head of institution shall be forwarded to the Commission not later than forty eight hours where the head of institution attended hospital as an out- patient and not later than seven days where the head of institution is an in-patient.

The sub county director shall forward a head of institution’s application for sick leave with the relevant medical documents to the County Director.

Where the head of institution is unable to apply for sick leave in person due to the nature or extent of sickness, the sub county director shall inform the county director in writing within fourteen days from the date of receiving information of the sickness.

The Commission may approve sick leave for a teacher in any period of twelve months continuously, which sick leave may be granted-

•  (a) for a maximum period of three months with full pay;

• (b) on half pay for a further three months where the sickness extends beyond the third month; and

• (c) without pay where the sickness extends beyond six months until the teacher resumes duties.

The Commission shall, where a teacher applying for sick leave is serving on contractual terms for a period not exceeding one year, grant sick leave-

•  (a) for a maximum period of one month with full pay;

• (b) on half pay for a further one month when the sickness extends beyond the first month; and

• (c) without pay where the sickness extends beyond two months until the teacher resumes duty.

Where the teacher is continuously on sick leave for a period exceeding one year, the Commission shall recommend to the Director of Medical Services to convene a Medical Board to determine whether or not such a teacher is fit to continue teaching

Where a teacher who has been on sick leave continuously for more than six months in a period of twelve months reports back for duty, the teacher shall report for posting in person to the county director and shall produce a Certificate of Medical Fitness from a registered medical practitioner.

A registered Medical Practitioner may recommend that on account of illness, a teacher may-

•  (a) be admitted to a hospital for treatment;

•  (b) be granted off-duty to recuperate; or

•  (c) receive medical treatment at home.

Where a registered medical practitioner recommends a leave of less than six months for a teacher or head of institution, the teacher or Head of institution shall apply for sick leave to the Commission and the leave may be granted by the county director.

Where a teacher has continuously been on Sick leave for a period exceeding six months, the county director shall forward the teacher’s application for Sick leave to the Secretary.

The Commission shall, where a teacher fails to apply for Sick leave in accordance with these Regulations, consider the teacher to be absent from duty without permission and may take disciplinary action against the teacher.

The Commission shall consider the recommendation for Sick leave from a registered Medical Practitioner-

• (a) only where the leave authorized does not exceed a maximum of two weeks; and

• (b) where a further medical report submitted to the Commission to the effect that the teacher requires to be absent from duty for a period exceeding two weeks.

A teacher who donates an organ to a patient shall apply for Sick leave as per the registered Medical Practitioner’s recommendation.

A teacher who submits false medical documents to the Commission shall be subject to disciplinary action provided that such action shall not be a bar to criminal charge under any written law.

Where a teacher is referred by a registered medical practitioner to seek medical attention outside the country, the teacher shall be entitled to sick leave with pay.

Where a teacher seeks medical attention outside the country without recommendation from a registered Medical Practitioner, the Commission may approve sick leave without pay upon verification of a medical report from the health institution which the teacher attended.

What is the TSC Maternity Leave

(1) A female teacher may apply to the sub county director through the head of institution for maternity leave in the manner set out in Form Q under the Twenty Ninth Schedule.

(2) A female teacher shall give the head of institution at least three months written notification of the intention to proceed on maternity leave which shall be accompanied by a letter from a registered medical practitioner indicating the expected date of delivery.

(3) The Commission may grant a female teacher maternity leave for one hundred and twenty calendar days with full pay with effect from the date of delivery and the teacher shall not forfeit her annual leave on account of having taken maternity leave.

(4) A female head of institution may apply for maternity leave to the sub county director in the manner set out under paragraph (1).

The Commission shall take disciplinary action against a female teacher who proceeds on Maternity leave without written approval from the Commission.

What is the TSC Paternity Leave

(1)The Commission shall upon application, grant a male teacher twenty one calendar days Paternity Leave with full pay within the duration of the wife’s maternity leave which leave maybe granted only once a year.

(2) An application for paternity leave shall be in the manner set out in Form R under the Thirtieth Schedule.

(3) The Commission may take disciplinary action against a teacher who proceeds on paternity leave without written approval from the Commission.

What is the TSC Study Leave

(1) A teacher who intends to proceed on study leave shall apply to the Commission through the head of institution by completing the application for Study leave in the manner set out in Form S under the Thirty First Schedule ;

(2) A teacher may only proceed on study leave with written approval from the Commission and after being released in writing by the Head of institution.

(3) A teacher who proceeds on study leave without the written approval from the Commission and before being formally released in writing by the head of institution shall be considered to have deserted duty and shall be liable for disciplinary action.

(4) The Commission may take disciplinary action against a head of institution who fails to release a teacher to proceed on study leave when the leave has been granted.

(1) The Commission may grant study leave to a teacher who:-

•(a) has worked for the Commission for a minimum period of five years from the date of first appointment;

•(b) seeks to undertake a postgraduate diploma or postgraduate degree; and

•(c) has demonstrated a good record in performance.

(2) A teacher who intends to apply for a scholarship shall apply through the Commission if the teacher meets the conditions of the study leave policy stipulated and these Regulations.

(3) The Commission may grant study leave without pay to a teacher who:-

•  (a) applies to study in an area that is not in the school’s curricula or an area that is not covered by the study leave policy; or

•  (b) wishes to take study leave before completing three years upon resumption of duty from study leave irrespective of whether such leave was with or without pay.

(4) A teacher appointed or deployed by the Commission to an administrative position who takes study leave for a period exceeding six months shall relinquish the position.

(5) The Commission shall in approving an application for study leave by a teacher, take into consideration the staffing position of the institution at which the teacher is stationed.

(1)A teacher who is granted study leave with pay shall execute a Bond in the manner set out in Form T under the Thirty Second Schedule .

(2) Where the Commission grants leave with pay to a teacher on a government scholarship or a Commission scholarship, the teacher shall be bound to the Commission to the extent of the amount equivalent to the value of the scholarship, salaries and allowances paid during the scholarship.

(3) Where the Commission grants leave with pay to a teacher on a self or private sponsorship, the teacher shall be bound to the Commission to the extent of the amount equivalent to the salaries and allowances paid during the study leave.

(4) A teacher who contravenes the conditions of a bond under these Regulations shall pay to the Commission the remainder of the total value of the Bond.

(5) Where a teacher transfers service from the Commission to a public body, the teacher shall be exempted from the provisions of bonding under these Regulations provided that the bond shall be transferred to the institution engaging the teacher.

(6) A teacher who exits service on account of mandatory retirement age, medical reasons or death shall be exempted from the provisions on bonding under these Regulations.

(1) Where a teacher intends to change the area, programme or institution of study, the teacher shall notify the Commission within thirty days from the date of such change.

(2) Where a teacher intends to change the area, programme or institution of study after the Commission has approved the study leave, the teacher shall notify the Commission in writing and shall provide details of the new area of study or institution and shall attach relevant documentary evidence.

(3) A teacher shall not proceed with the new area of study or institution without a written approval from the Commission.

The Commission shall take disciplinary action against a teacher who provides false information in regard to study leave, or who fails to comply with any regulation on study leave under this Code.

(1) A teacher granted study leave for a period exceeding six months shall apply to the Commission for posting at least thirty days before the expiry of the study leave.

(2) The Commission shall take disciplinary action against a teacher who fails to apply for posting after the expiry of study leave and shall stop the salary of the teacher where the teacher was on paid study leave.

(3) A teacher who is granted study leave for a period less than six months shall report back to his former station on expiry of the study leave.

(4) Where a teacher fails to report back to his former station on expiry of the study leave, the Commission shall stop the teacher’s salary and may take further disciplinary action against the teacher.

•  125.

(1) The Commission may extend the study leave granted to a teacher provided that the extension shall be without pay.

(2) The Commission may on reasonable grounds, before the expiry period of a study leave, terminate a teacher’s study leave.

•  126.

(1)A teacher on study leave shall submit progress reports and result slips or transcripts after every semester to the Commission.

(2) The Commission shall cancel the study leave and recover any salaries and allowances paid to a teacher who fails to submit progress reports or result slip after every semester.

(3) Where a teacher is granted study leave with pay and is on a government scholarship the teacher shall submit a Certificate of Qualification in the area of study within one year of completion of the study leave.

(4) The Commission shall, where a teacher granted study leave with pay and is on a government scholarship, fails to submit a Certificate of Qualification, recover from the teacher an equivalent amount of salaries and allowances paid during the study leave period.

What is the TSC Study Leave with Pay

•  127.

(1)The Commission may grant study leave with pay to a teacher on permanent and pensionable terms of service for purposes of attending a course, study or training which in the opinion of the Commission is of national interest and relevant to the teaching service.

(2) The Commission shall, when granting study leave with pay to a teacher, consider the demand for the skills in a subject area or area of specialization irrespective of the authority awarding the scholarship or the institution where studies are to be undertaken.

(3) The Commission may grant study leave with pay to:-

•  (a) a teacher who applies through the Commission and is selected for training locally or abroad, by a recognized body including government bodies or sponsoring agent, subject to the conditions of the study leave Policy;

•  (b) an untrained graduate teacher, studying for Post Graduate Diploma in Education in a public university or an accredited private university;

•  (c) an untrained technical teacher undertaking professional training in pedagogy at the Kenya Technical Teachers College or any other accredited institution;

•  (d) a trained technical teacher, admitted to a national polytechnic for a Higher National Diploma provided the subject area is in demand in the teaching service;

•  (e) teachers admitted to a public university and other accredited private universities to study a postgraduate degree in any of the areas specified in the study leave policy; and policy.

• (f) a teacher on permanent and pensionable terms who proceeds for further education on private sponsorship or is admitted privately to an accredited private university, national polytechnic or institute of technology, if studying in an area of great need as specified in the study leave

(4) A teacher who is granted study leave with pay and is on Government or development partners sponsorship for a course of study undertaken outside the country for a period that exceeds thirty days shall contribute twenty per cent of the basic salary per month payable from the date of departure to undertake the studies to the day immediately before the expiry of the study leave.

(5) A teacher who is granted study leave with pay and is on Government or development partners sponsorship for a course of study undertaken within the country for a period that exceeds thirty days shall contribute ten per cent of the basic salary per month payable from the date of departure to undertake the studies to the day immediately before the expiry of the study leave.

(6) The Commission may in special circumstances, grant study leave with full pay to a teacher who is on government sponsorship for a course of study for a period exceeding thirty days.

What is the TSC Study Leave Without Pay

•  128. The Commission may grant study leave without pay to:-

•  (a) a teacher on Permanent and Pensionable terms who proceeds for further education on private sponsorship or is admitted privately to a national polytechnic or institute of technology, if studying in areas other than those specified in the study leave Policy;

•  (b) teachers studying for a postgraduate degree in an area other than the areas specified in the study leave Policy; or

•  (c) a teacher studying privately for a doctorate degree.

•  129. The Commission may from time to time revise the study leave policy.

•  130.

(1) The Commission may upon application by a teacher studying on part time basis or holiday based mode, who intends to undertake research or project work, grant a three month leave with pay to the teacher.

(2) An application by a teacher to the Commission for leave to undertake research or write a project shall be in the manner set out in Form S under the Thirty First Schedule.

(3) Where the Commission grants leave to a teacher to undertake research or project work-

•  (a) the leave shall not be extended beyond the three months granted; and

• (b) the area of study shall be relevant to the area of specialization and an area that would have qualified for study leave with pay in accordance with the study leave policy.

What is the TSC Compassionate Leave

• 131.

(1) A teacher may be granted leave, of up to fifteen calendar days on compassionate grounds at the discretion of the sub-county director or head of institution.

(2) An application for compassionate leave shall be made in writing by the teacher to the head of institution for approval.

(3) An application for compassionate leave shall be made in writing by the head of institution to the sub-county director for approval.

Compassionate Leave without pay/Leave of absence without pay

• 134.

(1) The Commission may upon application, and on its own discretion, grant leave of absence or compassionate leave without pay to a teacher where in the opinion of the Commission the teacher has a proven case of exceptional hardship.

(2) A leave of absence under this regulation-

•  (a) shall not exceed three months;

•  (b) shall be granted by the Secretary in person only once within a calendar year; and

•  (c) may be extended at the discretion of the Commission.

(3) An application for leave of absence on compassionate grounds or in exceptional hardship shall be made to the Commission in writing through the head of institution.

•  135.

(1) The Commission may grant unpaid leave to a teacher whose spouse is in diplomatic service during the period the spouse is on assignment of duty outside Kenya.

(2) An application for leave by a spouse of a person in diplomatic service shall be made to the Commission in writing and shall be accompanied by relevant documentation.

(3) A spouse of a person in diplomatic service shall apply to for posting one month before the end of assignment of duty.

What is the TSC Special Leave

• 132.

(1) The Commission may grant special leave with pay to a teacher who has been selected and appointed to attend a meeting, conference, workshop, study tour or seminar for a duration not exceeding three months where in the opinion of the Commission, the participation of the teacher is of national or public interest or is relevant to education and the teaching service.

(2) An application for Special Leave shall be made to the Commission in writing and shall be accompanied by the relevant documentation.

•  133.

(1) The Commission may grant special leave with full pay to a teacher who is selected to represent Kenya in national, regional or international events for the necessary period of training and subsequent participation in the sport.

(2) An application for special leave for sports persons shall be made to the Commission in writing and shall be accompanied by the relevant documentation.

What is the TSC Compulsory leave with full pay

•136.

(1) The Secretary may in person, send a teacher on Compulsory leave with full pay to allow for investigations into allegations against the teacher.

(2) The leave under paragraph (l) shall be for a period of time not exceeding thirty days and shall state in writing the reasons for the leave.

(3) The Board of Management shall not have the power to send a teacher on compulsory leave.

•137. A teacher in the employment of the Commission shall not spend leave outside Kenya without written permission from the Commission.

•138.

(1) The Commission shall observe public holidays as stipulated in the Constitution, national legislation or any other day as may be gazzetted by the Government;

(2) Idd-Ul-Fitr holiday will be observed on the 30th day from the date of commencement of Ramadhan or the 1 day of the next month, which will be gazzetted by the Government;

(3) The Commission shall recognize as Public Holidays, Iddul-Adha and Diwali for teachers belonging Islamic faith and Hindu faith respectively.

•  This part provides for the various categories of leave that the Commission may grant to a teacher and outlines the conditions and procedure under which leave may be approved.

The Commission may not grant leave to a teacher on account of exigencies of duty at the institution.

Permission to be Absent from Duty

•  108.

(1) A teacher who is unable to attend to the duties assigned by the Commission as required, shall apply in writing to the head of institution for permission to be absent from duty.

(2) Permission to be absent from duty may be granted by the head of institution in writing and may only be granted in accordance with the provisions of this Code.

(3) A head of institution shall apply for permission to be absent from duty to the sub- county director.

(4) A teacher who is absent from duty without permission granted in writing as provided in this regulation shall have committed a gross breach of these Regulations and such absence may be without pay and may result in interdiction or any other disciplinary action.

What is the TSC Adoption Leave

Shall be given to male and female teachers who want to adopt a child.

What is the TSC Spouse of Diplomat Leave

Shall be given to teachers who are spouses of Diplomats like Ambassadors.

TSC FREQUENTLY ASKED QUESTIONS ON TSC SALARIES & ALLOWANCES.

What allowances are paid to teachers by TSC?

Allowances paid to teachers are classified as either remunerative or reimbursable.

Remunerative allowances are paid with salary while reimbursable allowances are refundable upon application.

What are the TSC Remunerative allowances?

There are two types of remunerative allowances;

Automatic

which include:

  • house
  • medical
  • commuter
  • hardship

Paid on application

which include:

Responsibility allowance

This is paid to headteachers,deputy headteachers and senior teachers.

Special duty allowance

This is payable to teachers below job group M appointed to administrative posts by commission and deployed in arid and semi-arid lands.

Readers allowance

This is paid to a visually impaired teacher who has engaged a reader whose minimum qualification is not below KCSE D+/KCE Division III. The allowance is paid at a fixed rate determined from time to time by the commission.

Interpreters Allowance

This is payable to deaf teachers who engage interpreters while on study leave.

Special school allowance

This is paid to teachers specialized in special needs education and who have been deployed to teach in special schools or units.

Transfer Allowance

This is payable to teachers who have been transferred from one district to another, provided the transfer is initiated by the Commission.

Reimbursable Expenses

The commission reimburses the following expenses to teachers

Travelling expenses:

The teacher is eligible for reimbursement only in the following circumstances;

  1. Where a teacher’s interdiction has been revoked.
  2. While traveling to attend an interview
  3. Travelling to a station on first posting outside home District
  4. Traveling from duty station outside home District on retirement
  5. Teachers working in hardship areas travelling to and from home during school holidays. The teacher’s home District must be outside the hardship area.

Teachers should apply on prescribed forms attaching supporting documents.

Quota per diem:

This is daily subsistence allowance paid to teachers on official assignment. Application must be made at least 14 days before travelling.

Wha are Salaries Returned to TSC?

Salaries are returned to the Commission due to:

  1. Closure of your current bank account before the new one is operational.
  2. Recalling of salary by the Commission.

Any returned salary should be claimed in writing through the head of institution.

What are Salary Over Payments?

An employee is required to notify the Commission of any erroneous payment. Where the over payment is as result of death, the next of kin should notify the bank immediately. To prevent over payment, Heads of institutions should report cases of death and absenteeism within 48 hours.

What is TSC Recovery of over payment?

Over payment constitutes government liability whose recovery takes priority over all other deductions on payroll. Over payment will be recovered as follows:

  1. In reinstatement cases, outstanding over payment will be recovered in full
  2. In cases of retirement or death, any government liability is recovered in full from pension benefits or gratuity.

 

 

TSC FREQUENTLY ASKED QUESTIONS ON PAYSLIPS

How do i access my online payslip

 

Register for the payslip service by selecting registration/activate account on online payslips under online services

I get “invalid names” error when registering for payslip

 

When you are trying to register and you get invalid user name, ensure that you are filling the names starting with a capital letter and the rest in small letters e.g. Mary Wakimu, Typing all capital or all small letters will result in an invalid names error.

I have tried registering but still getting invalid fields

 

Email us at payslips@tsc.go.ke and we shall get back to you on the issue. Kindly ensure you give us the following details;

 

1. full names

2. TSC No.

3. the invalid message you are receiving to enable us assist you better e.g invalid account number, invalid DOB.

How do i recover my forgotten password ?

 

Try to remember the secret question and reset your password by clicking forgot password on the login page.

TSC FREQUENTLY ASKED QUESTIONS ON NEW TEACHER REGISTRATION.

How can i register as a ateacher

 

  1. Use the online step by step guide to register as a TSC teacher. Ensure you have scanned the following prior to starting the registration process;
  2. 1. all your academic certificates i.e. primary,secondary,university and college transcripts
  3. 2. passport photo
  4. 3. banking slip of the registration payment done.

How will i know that i have been registered ?

 

To check your registration status, on the TSC website under online services select teachers online and choose registration status.

How long will the certification take ?

The certification will take 30 days.

What are the latest TSC Registration Requirements for teachers?

The Teachers Service Commission Act 2012 Article 237, requires the commission to register all qualified teachers before they can teach in any public or private institution. A teacher who meets the requirements for registration will be issued with the certificate of Registration bearing a TSC number within 30 days. The names of all registered teachers will be published every year.

Requirements:

Applicants are required to apply for registration online and the user-guide is also available.

One should scan and upload the following documents:

  1. Certified copies of academic and professional certificates
  2. National identity card
  3. Bank slip
  4. One passport size photo
  5. KRA pin
  6. GP69 form
  7. Certificate of good conduct
  8. Entry and work permits for non-Kenyans.

For New Registration a non-refundable fee of Kshs. 1050/- paid during the process through E-Citizen government payment methods (MPesa, Airtel Money, KCB Cash,Equity Cash, E-Agent), is required before submitting your application.

For Duplicate Certificate Application, a non-refundable fee of Kshs. 2050/- paid during the process through E-Citizen government payment methods (MPesa, Airtel Money, KCB Cash,Equity Cash, E-Agent), is required before submitting your application.

*Only original documents should be scanned

Pay for new registration or duplicate certificate of registration

What can lead to denial of registration by TSC?

One can be denied registration if he/she:

  1. Lacks the relevant academic and professional qualifications
  2. Is not of good moral character has been convicted of a sexual offence or an offence against a learner
  3. Has been convicted of a criminal offence which renders the person unfit to be a teacher
  4. Is engaged in activities which are prejudicial to peace, good order or good governance in Kenya
  5. Suffers from physical or mental infirmity which renders the person incapable of performing the duties of a teacher

What can lead to Teacher Deregistration by TSC?

A teacher can be deregistered if he/she:

  1. Dies
  2. Obtains registration fraudulently
  3. Has been convicted of a sexual offence or an offence against a learner
  4. Has been convicted of a criminal offence which renders the person unfit to be a teacher
  5. Is found unfit to teach following disciplinary proceedings
  6. Suffers from physical or mental illness or infirmity which renders the person incapable of performing the duties of a teacher.

Whenever a teacher is deregistered his/her name will be published in the Kenya Gazette.

TSC FREQUENTLY ASKED QUESTIONS ON TEACHER RECRUITMENT, DEPLOYMENT & TRANSFERS

Why has my transfer request not been granted despite several applications ?

 

  1. Lack of replacement/ vacancy.
  2. Not completed the 5 year mandatory rule since employment.

Describe the Teacher Transfer Process

The Commission undertakes the teacher transfers to ensure equitable distribution and optimal utilization of teaching resources. Transfers are handled by specific committees depending on the scope of the transfer: –

  1. County Transfer Committee: Handles transfers within a county.
  2. Regional Transfer Committee: Manages transfers within a region.
  3. TSC Headquarters Transfer Committee: Oversees inter-regional transfer.

What Guidelines are used during TSC Transfers

  1. Teachers wishing to transfer must submit a complete online application through their head of institution.
  2. Transfers are granted based on the availability of a vacancy and a suitable replacement.
  3. Transfers are generally conducted during school holidays, except under circumstances determined by the Commission.
  4. Approved transfers require a transfer letter and a release letter from the current head of institution.
  5. The head of institution must release the transferred teacher within the stipulated time and exit them through the posting, entry/exit portal.
  6. Upon reporting, the receiving head of institution must immediately submit an online entry report via the posting, entry/exit portal.
  7. The Commission have the discretion to transfer a teacher whether or not the teacher applies or decline to transfer a teacher upon application.
  8. If a teacher appeals against a transfer decision, they are still required to report to the new school as assigned while awaiting the Commission’s final decision on the appeal.
  9. Once a transfer application is submitted, one can track its status through the online portal. The status options are as follows:
    1. Acknowledged: The transfer request is under review and is pending the availability of suitable replacement or vacancy.
    2. Not Approved: The transfer cannot be processed due to the unavailability of a vacancy or suitable replacement.
    3. Approved: The transfer has been authorized.
  10. For detailed instructions on how to apply for transfer, refer to the user manual available on the TSC website.
  11. Teachers may submit appeals related to transfers within seven (7) days of the date of transfer either to the County Director, Regional Director or the Director- Staffing.

Why was i demoted from headship ?

 

  1. Adverse repots (Financial etc)
  2. Poor performance (Curriculum implementation & Supervision)

Why was i not posted to an institution of my choice after study leave or discipline case ?

 

  1. Postings are done for equitable distribution of teachers.
  2. Lack of vacancy.

Why was my appeal to alternative stations not granted ?

 

  1. Postings are done for equitable distribution of teachers.
  2. Lack of vacancy.

Why was our institution not allocated any slots for recruitment ?

 

Overall vacancies slots given are very few in comparison to the total shortage.

Is TSC considering teachers with disabilities on the 5% affirmative action ?

They have to apply and attend interviews. They are given preference where there is a tie between to applicants.

Why are teachers with below C plain being left out yet they have completed university training ?

 

The Commission has set the minimum requirements for persons entering the teacher service.

Explain the whole process of TSC Recruitment and Selection

The Commission invites qualified and registered teachers to apply for available vacancies through an online platform, www.teachersonline.go.ke.

Key Steps

  1. Interested candidates must submit their applications online for declared vacancies in specific institutions or sub-counties/counties.
  2. Only registered teachers, as per Section 23(1) of the TSC Act, 2012, are eligible to apply.
  3. Shortlisted candidates are notified and invited to attend interviews conducted by a selection panel.
  4. The recruitment process is guided by the TSC Guidelines for Recruitment of Teachers.
  5. The County Panel will vet the applicants’ documents and thereafter successful candidates are required to fill employment forms. TSC County Directors forward the completed forms and merit lists to TSC headquarters.
  6. Successful candidates are then issued appointment letters. Failure to accept the appointment within the stipulated period result in automatic cancellation.
  7. Aggrieved candidates may lodge their complaints with the Commission within seven (7) days of the selection date.
  8. More details are posted at www.teachersonline.go.ke during the teacher recruitment.

When should I Report for Duty?

Upon employment, the teacher is required to report to the duty station within two weeks from the date of posting. The head of institution should then promptly submit a Casualty Return to the TSC headquarters.

When does TSC Appointment me to to payroll?

The effective date of appointment should not be earlier than the one indicated in the letter of offer of employment. The salary entry point, grade and automatic allowances will be based on qualifications and previous experience.

GIVE ME THE STEP BY STEP GUIDE ON HOW TO APPLY FOR YOUR TRANSFER ONLINE.

To apply for your transfer, online, follow the simple steps below;

  1. Go to TSC website (www.tsc.go.ke) and click online services and select Teacher Transfer.
  2. Enter your details-TSC No, ID Number, Mobile No and click login.
  3. A six-digit authorization code will be sent through your mobile number. Enter the authorization code and click login.
  4. On successful login, the system is able to detect if you are either a primary or a post primary teacher.
  5. Click ‘Submit a Request for Transfer’ to proceed.
  6. Enter all the details, and check the declaration box.
  7. After entering all the details and checking the declaration box, click ’OK’i. The system will display your current station and the requested County.
    Teacher training programs

    ii. Click “File Attachment(s)’ button to attach supporting document(s) in case the request for transfer is due to insecurity and/or medical grounds.
    iii. You can also Edit, Withdraw or Print the transfer request.

  8. Click Browse to select the document to attach.
  9. Enter your Remarks.
  10. Check the dialogue box and Click Ok after attaching the document.a. Your attachment(s) will be displayed. You can either Remove or View your attachment.
    b. Click Submit Button.
    c. Once your application is successfully delivered, application status changes to “Pending”. (Please note the application status will keep on changing)
  11. Click Logout to exit from the system.

TSC FREQUENTLY ASKED QUESTIONS ON TPAD.

1. How do I reset my pasword?

You can now easily reset your TPAD password, online. Visit this link for your guide; How to use the new TPAD 2. In case of any further problems contact TSC through; TSC Contacts or Contact your County Director, Deputy County Director, Sub-County Director, County Staffing Officer or your County ICT Officer for assistance with resetting your passwords.

2. I cannot find a teacher in TPAD

Ensure the teacher is captured in TMIS (Teacher Management Information System) by the Principal/Headteacher.

3. How do I file TPAD returns?

To file your TPAD returns, visit this link; TSC TPAD 2. For your guide, visit; TPAD 2 Ultimate guide.

TSC FREQUENTLY ASKED QUESTIONS ON TEACHER PROMOTIONS

Why have i not been promoted despite attending several interviews ?

 

  1. Inadequate budgetary promotion.
  2. Lack of adequate preparation for interviews by teachers.

State someof the Important notes on TSC promotions

  1. The teacher promotion process is guided by:
    1. The Constitution of Kenya
    2. The Code of Regulations for Teachers (CORT), 2015
    3. The Career Progression Guidelines for Teachers, 2018
    4. The Policy on Appointment and Deployment of Institutional Administrators, 2017
  2. Teachers are eligible for promotion based on the specific criteria outlined in the respective advertisements
  3. Interested candidates must submit their applications online for the advertised vacancies through the TSC website at www.tsc.go.ke within the specified time period
  4. The number of advertised vacancies is subject to budgetary provisions and the available vacancies in the establishment
  5. The Commission conducts a thorough assessment based on established criteria, including interviews and performance evaluations
  6. Teachers who are promoted will receive official communication from the Commission, including new deployment instructions where applicable
  7. The Commission may decline to consider a teacher for promotion if they:
    1.  Have not completed one year from the date an administrative warning was issued
    2.  Have not completed two years from the date they were found guilty following a disciplinary action
  8. Promotion is subject to the teacher’s willingness to take up the post immediately and report to the station where the vacancy exists
  9. The offer of promotion will lapse if not taken within 30 days

 

TSC FREQUENTLY ASKED QUESTIONS ON TSC DISCIPLINE: INTERDICTION

Why does TSC Discipline Teachers?

Teachers who violate the provisions of the Code of Regulations for Teachers and the TSC Code of Conduct and Ethics will face disciplinary action which may include warning or interdiction.

State the TSC Disciplinary Process

  1. A Head of institution may initially issue a verbal warning or caution the teacher in writing on minor breaches.
  2. In case of persistent misbehaviour, the teacher may be required to show cause why disciplinary action should not be taken against him/her.
  3. From the teacher’s response, the head of institution may serve the teacher with a warning or present the case before the agent.

The agent shall;

  1. Investigate and assemble relevant evidence.
  2. Invite the accused teacher in writing to defend himself/herself against specified allegation.
  3. Call witnesses to give evidence in the presence of the accused teacher.
  4. Allow the teacher to cross-examine each witness.
  5. In case of desertion where teacher’s whereabouts is unknown, the agent will interdict without any delay.

What are some of the TSC Disciplinary hearing outcomes?

After the preliminary hearing the agent may reach any of the following decisions;

  1. No case to answer.
  2. Warn the teacher administratively.
  3. Interdict the teacher.

NB: In some cases TSC or agent can interdict a teacher without inviting him/her for preliminary hearing.

An interdicted teacher should write a defense statement within 21 days from the date of interdiction and provide contact address. A case will normally be heard within three months after interdiction. In case of delay the teacher is advised to make enquiries.

What happens to my Salary during interdiction?

Teachers interdicted on cases of incitement, insubordination, infamous conduct and negligence of duty will be paid half salary during the period of interdiction

What should I do after  interdiction and submission of the required evidence?

 

After interdiction and submission of the required evidence the teacher shall be given a chance to defend himself/herself in person before the Commission. A case shall be heard and determined in the absence of the teacher if he/she fails to appear during the hearing. From the evidence gathered, the Commission may;

  1. Revoke the interdiction.
  2. Warn the teacher.
  3. Suspend the teacher from duty.
  4. Dismiss the teacher from service.
  5. Retire the teacher in the public interest.
  6. Dismiss and remove from the register of teachers.

It is an offence for a teacher to engage in teaching in any institutions (public or otherwise) during the period of interdiction or suspension or on removal from the registry of teachers.

Where a teacher has been suspended from duty, he/she will be posted 14 days before the expiry of the suspension.

A teacher will be posted immediately in cases of revocation and warning. A teacher who does not receive communication within 28 days after hearing should make enquiries to the Commission Headquarters in person.

What are some of the offences that can lead to TSC interdiction and dismissal?

The Commission may take disciplinary action against a teacher who commits any of the following offences:

Immoral behaviour, including but not restricted to:

  1. Sexual intercourse
  2. Sodomy
  3. Lesbianism and
  4. Sexual harrasment

Proffesional misconduct including but not restricted to:

  1. Negligence of duty
  2. Lateness to duty
  3. Chronic absenteeism
  4. Desertion Incitement and
  5. Insurbordination

Infamous conduct including but not restricted to:

  1. Drunkeness
  2. Fighting
  3. Conduct or behaviour which in the opinion of the Commission contradicts the spirit and tenor of Chapter six of the Constitution
  4. Forgery/ presentation of forged documents
  5. Mismanagement, misappropriation and embezzlement of public funds
  6. Any other act of conduct that is incompatible with the teaching proffession

 

TSC FREQUENTLY ASKED QUESTIONS DURING TEACHER PROMOTIONS INTERVIEWS

Ministry of Education

What is the structure of the ministry of education?
(i) Cabinet secretary
(ii) Principal secretaries: state dep’t of science & technology, state dep’t of education
(iii) Science & technology secretary/education secretary- Professional Arm (SAGAS & Administration Department)
(iv) Directors of education- science & tech, technical & vocational edn, primary edn, sec & tertiary edn, university edn, schools audit, adult & continuing edn, youth training.
(v) Administration support
(vi) County director of education, science and technology

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.

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

Who publishes for the ministry of education?

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

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;
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
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.

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

What does the ‘orange Book’ contain?
Approved list of text books and other instructional materials for schools.

B. THE TEACHERS SERVICE COMMISSION

What is the structure of TSC?
(i) The commissioners- chairperson, vice chairperson, commissioners (7)
(ii) The secretary & deputy commission secretary
(iii) Directors- HRM, Administration, Teacher management, Finance, ICT, Accounts & Internal audit
(iv) Senior deputy directors
(v) Deputy directors
(vi) Assistant deputy directors
(vii) Principal officers
(viii) Chief/senior officers

COUNTY STRUCTURE
(i) TSC county director
(ii) TSC deputy county director (2)
(iii) Assistant deputy directors-ICT, Teacher management, HRM, Procurement and stores, Accounts,
(iv) 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,
(v) County chief officers-

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.

What empowers TSC to carry out their functions?
The constitution of Kenya Article 237(1) and the teachers service commission Act

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

Name three types of retirement benefits.
Pension, marriage & death Gratuity, and work injury benefits

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.

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

Who is the TSC agent in your school
The head of the institution

C. KICD

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.

Distinguish between formal and non-formal curriculum?
Formal education” means the regular education provided in the system of schools, and other formal educational institutions;
Non-formal education” 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;

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.

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.

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.

Give cases of interdiction where a teacher earns half salary.
Incitement, insubordination, infamous conduct, and negligence of duty.

How many days in a year is a permanent and pensionable teacher entitled to annual leave? Maximum of thirty days.

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

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.

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.

Name the different types of leave a teacher is entitled to.
 Annual leave- max of 30 days during school holidays. apply to head of institution.
 Sick leave- max 3 months with full pay, further 3 months with half-pay
 Compassionate leave- 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.
 Special leave- granted to those traveling abroad to participate in seminars or short courses, important events etc.
 Maternity leave- granted to female teachers up to a max of 90 days excluding school holidays., on account of confinement,
 Study leave- granted with or without pay to those who have taught for atleast 5 years.
 Paternity leave- granted to male teachers up to a max of 10 days during the period of spouse’s maternity leave.

What is CBE? How is it calculated?
CBE stands for Curriculum Based Establishment. It shows the staffing requirements of an educational institution.
(i) Divide the total lessons for each subject by ‘27’ to get the number of required teachers per subject.
(ii) Sum the shortfalls for principal, deputy principal and H.O. D’s and divide it with ‘27’
(iii) Sum the results in (i) and (ii) above to get the total number of teachers required by the school.
(iv) Get the difference between the value in (iii) and the actual number of teachers in the school to get the under/over staffing levels.

D. HISTORY OF DEVELOPMENT OF EDUCATION

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).

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

E. FINANCIAL MANAGEMENT

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.

F. PROCUREMENT

Name two members of a tender committee in a school.

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

What are the pitfalls in school procurement?

G. CURRENT AFFAIRS

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.

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.

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.

What are the benefits of Devolved management in education?

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
(i) Standards assessment and supervision of educational institutions
(ii) Schools administration programmes
(iii) Registration of education and training institutions
(iv) Curriculum development
(v) School equipment
(vi) ECD, care and development
(vii) Primary and secondary education, special education, continuing education,
(viii) Recruitment and remuneration of teachers
(ix) Capacity building of officers and institution managers
(x) Publishing curricula literature
(xi) Research authorization, co-ordination, inventory and dissemination.

VISION OF MOE– 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
(i) School financial statements
 Trail balance
 Statement of income and expenditure
 Balance sheet
 Statement of assets and liabilities

(ii) 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

(iii) Expenditure
(a) 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)
(b) Non-recurrent expenditure
 Buildings
 Permanent equipment.
 Special provisions.

(iv) Types of budgets
 Project budget- for specific project
 Period budget- all activities in the planning period

(v) Records used in procurement
 Local purchase order (LPO)
 Local service order (LSO)
(vi) Records used in delivery of goods
 Delivery note
 Stores ledger
 Invoices/ job card

(vii) Records used in receiving cash
 Receipt books
 Cash books
 Counterfoil receipt books register- recording used and un used receipt books
(viii) Records used in paying out/ disbursing cash
 Payment vouchers
 Expenditure support documents e.g BOM minutes
 Cheque book
 Payroll
 Cash book
(ix) 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

(x) 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
(xi) 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
Common cadre promotion- 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
Log book- 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
Pecuniary embarrassment- 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 the objectives, 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
(a) Immoral behavior, including but not restricted to;

 Sexual intercourse
 Sodomy
 Lesbianism
 Sexual harassment or flirtation

(b) Professional misconduct including but not restricted to;

 Negligence of duty
 Lateness to duty
 Chronic absenteeism
 Desertion
 Incitement
 insubordination

(c) 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
(d) forgery
(e) mismanagement and embezzlement of public
(f) 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
(i). The hands- symbolize TSC’s authority in teaching service. The embracing form of hands is a sign of its warmth and compassion for employees
(ii). The motor Board- duty to review teaching standards, training, fitness to reach prospective teachers
(iii). Map of Kenya- TSC’s area of jurisdiction.
(iv). The black board- the teaching service
(v). The Book- teachers register, TSC’s policies, code Act, |Records, Knowledge, and information
(vi). TSC letters and sun rays- supply of TSC teachers to all public schools in Kenya
(vii). The circle and platform- the scroll with TSC motto represents the unity of purpose in its mission, flexibility and adaptability to changes
(viii). Black- National aspiration
(ix). Gold- Leader in teaching service
(x). Blue- TSC’s vision as in “the sky is the limit”

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;
a) Educational commissions- 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.
b) Education committee- appointed by the government to look into specific aspects of education and make recommendation. E.g. Gachathi committee
c) Presidential working party- appointed by the president to look into a particular aspect of education e.g. Mackay & Kamunge presidential working parties.
d) Presidential degree- is an official order or directive issued by the president e.g. provision of free milk to all children in primary schools in Kenya
e) Task force- 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.
f) Sessional Papers- 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.
(i) Sessional paper No. 10 of 1965 formally adopted the Ominde report and identified three urgent interventions; eradication of poverty, illiteracy, and diseases
(ii) Sessional paper No. 6 of 1988 which adopted the Kamunge report. It laid emphasis on cost sharing in education
(iii) 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.
(iv) 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
(a) Selection on the basis of personal integrity, competence and suitability, or election in a free and fair election
(b) Objectivity and impartiality in decision making, and in ensuring that decisions are not influenced by nepotism, favouritism, and other improper motives or corrupt practices.
(c) Selfless service based solely on the public interest, demonstrated by honesty in the execution of public duties and the declaration of any interest that may conflict with public duties
(d) Accountability to the public for decisions and actions
(e) Discipline and commitment in the service to the people.

CHAPTER FOUR OF CONSTITUTION OF KENYA, 2010 Cap 53 (1) CHILDREN’S RIGHT
Every child has a right to:
(a) To a name and nationality from birth
(b) To free and compulsory basic education
(c) To basic nutrition, shelter, and health care
(d) To be protected from abuse, neglect, harmful cultural practices and punishment, and hazardous and exploitative labour
(e) 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
(f) Not to be detained, except as a measure of last resort, and when detained, to be held-
(i) For the shortest appropriate period of time
(ii) Separate from adults and in conditions that take account of the child’s sex and age.

 

S

1.What are 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 international consciousness and a positive attitude towards other nations.
  • To promote a positive attitude towards good health and the environment.

2.What is the structure of the Ministry of education?

  • Cabinet Secretary,
  • 3 Principal Secretaries,
  • Director…

3.What is the overall role of the Cabinet Secretary for Education?

  • Formulation of policy direction and management of professional functions relating to education.
  • Developing and implementing projects and programmes.
  • Developing curriculum.
  • Initiating training programmes.
  • Running examinations.
  • Giving grant-in-aid to schools.
  • Dealing with audit report
  • Admitting and transferring students.
  • Dealing with discipline of students.

4.Who publishes for the Ministry of Education?      KLB

5.What is the structure of the T.S.C?     Chairperson,  Deputy, Secretary, Directorate

6.What are the TSC core values?

  • Professionalism
  • Customer focus
  • Integrity-employees to work in a manner that demonstrates honesty, high moral and ethical standards and commitment to work.
  • Innovation-employees to strive to inject new ideas and approaches in the service delivery.
  • Team spirit

7.Outline the TSC mission and vision.

Vision to be a transformative teaching service for quality education

Mission to professionalize  the teaching service for quality education.

8.What is inscribed in the TSC platform?

The nds

The motor board,

Map of Kenya, black board, the book

9.What are the functions of TSC?

Teachers Service Commission is mandated to perform the following functions:

  • to register trained teachers;
  • to recruit and employ registered teachers;
  • to assign teachers employed by the Commission for service in any public school or institution;
  • to promote and transfer teachers;
  • to exercise disciplinary control over teachers;
  • to terminate the employment of teachers.
  • review the standards of education and training of persons entering the teaching service;
  • review the demand for and the supply of teachers;
  • advise the national government on matters relating to the teaching profession.

10.What empowers T.S.C to carry out its functions?

  • The TSC Act (Cap212) of 1967
  • The Constitution of Kenya Article 237(2) of 2010

11. What is the role of the secretary T.S.C?

Under the guidance of the Commission, the Secretary will perform the following duties:-

  • Execute the decisions of the Commission.
  • Be the head of the Secretariat.
  • Facilitate, coordinate and ensure execution of the Commission’s mandate.
  • Advise the Commission on teacher projections to facilitate staffing of learning institutions.
  • Advise and make recommendations to the Commission on optimum utilization of available teachers.
  • Make recommendations to the Commission on appointment and deployment to administrative posts in educational institutions.
  • Ensure maintenance of the register of teachers and be custodian of all records of the Commission.
  • Be the Accounting officer of the Commission and ensure proper and diligent implementation of Part IV of the TSC Act and any other written law.
  • Ensure staff compliance with the constitution and other laws.
  • Be responsible for administration and management of the secretariat resources.
  • Promote professionalism in the teaching service.
  • Advise the Commission on suitability of persons entering the teaching service.

12.What is the role of KICD?

The Kenya Institute of Curriculum Development (KICD) is mandated to perform the following functions:

  • Advise the Government on matters pertaining to curriculum development
  • Evaluate, vet and approve, for application in Kenya, any local and 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, curricula 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 organizations
  • 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 standards 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 any other mode of delivering education and training programmes and materials
  • Promote equity and access to quality curricula and curriculum support materials
  • Offer 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
  • Perform such other function as may be assigned to it under the KICD Act No.4 of 2013 or any other written law.

13.The core functions of the KNEC are to:

  • develop national examination tests;
  • register candidates for the KNEC examinations;
  • conduct examinations and process the results;
  • award certificates and diplomas to successful candidates;
  • issue replacement certificates and diplomas;
  • conduct educational assessment research;
  • conduct examinations on behalf of foreign exam boards.

14.What is the composition of the board of Management of a school and how are they chosen?

B.O.M is established under Section 55 of The Basic Education Act 2013.It is composed of;

  • The head of the schools as the secretary of the board,
  • 6 persons elected to represent parents or local community in case of County Sec. School
  • 1 person nominated by the county board.
  • 1 person representing teaching staff elected by teachers.
  • 3 representatives of school sponsor
  • 1 person to represent special interest group.
  • 1 person to represent persons with special needs.
  • 1 representative of the student council as an ex-officio.

15 .Differentiate between the roles of the B.O.M and P.A in a School.

BOM-Board of management

Some of the responsibilities and roles that are expected of this board includes;

  • providing oversight on management of the school.
  • monitoring curriculum delivery and learning achievement in the school.
  • to ensure that the students engage in extra curriculum activities.
  • to ensure the competence of the teachers in delivery of the content of the curriculum.
  • develop all institutional policies and ensure accountability and prudent use of institutional resources.
  • mobilizing resources for the institution development based on agreed strategic planning.
  • to promote networking and partnership for the school
  • to discuss and approve comprehensive termly and annual reports and forwards them to the county education board (CEB).
  • to promote quality education and training for all learners in accordance with the standards set under the education acts, national policies, and county government policies
  • to supervise and ensure quality in curriculum implementation and delivery and oversee the conduct of examination and assessments of school.
  • to ensure and assure provision of proper and adequate proper physical activities as well as teaching and learning resources in order to create an enabling environment for the school community to perform their duties effectively and achieve set objectives of the institution.

PA – Parent Association

In order to help the school realize its purpose, parents play some important roles. These include,

  • Raise money to help both the running and the activities of the school.
  • Explain the roles of the school to the community, this is how teachers and community members come to a more harmonious relationship.
  • They give their points of view to the teachers concerning academic improvement and moral standards.
  • Help head teachers and their staff maintain effective discipline among their students.

16. Define curriculum, co-curricular and core curriculum

Curriculum – all planned learning programs that facilitate formal, non-formal and informal learning.

 

 

Co-curriculum – voluntary curriculum that includes sport, clubs, student government and school publications.

Core curriculum – the body of knowledge, skills and attitudes expected to be learned by all students, generally related to a set of subjects and learning areas that are common to all students.

17.Distinguish between formal, non formal and informal curriculum

Formal curriculum – the curriculum in which there are deliberately organized, planned and written processes in a formally organized learning institution such as a school with organized structures such as classrooms.

Non formal curriculum – refers to any organized, planned and written learning activity that operates outside the formal education system. It emphasizes practical skills and targets particular population group.

Informal or Hidden curriculum – curriculum that constitutes a lifelong process in which people learn from every day experiences which are not necessarily planned or organized.

18. Give the process of curriculum development.

KICD has adopted a nine-stage curriculum development model as follows:

  • Needs Assessment.
  • Conceptualization and policy formulation.
  • Curriculum designs.
  • Development of syllabuses.
  • Development of curriculum support materials.
  • Preparation of curriculum implementers.
  • Piloting/Phasing.
  • National Implementation.
  • Monitoring and Evaluation.

19. What is the difference between curriculum and syllabus?

Curriculum is all planned learning programs that facilitate formal, non-formal and informal learning while the syllabus is a course outline comprising a collection of topics on the same subject matter and a series of statements of what is to be learned within a given time frame. This consists of the content and objectives of the core subjects and optional subjects offered.

 

 

20. Give cases of interdiction where a teacher earns half salary.

  • Fraudulent payment or excessive payment from public revenues for goods and services.
  • Failure to comply with any law or applicable procedures and guidelines relating to procurement.
  • Mismanagement of funds or incurring expenditures without planning.
  • Any offence involving dishonesty under any written law providing for maintenance or protection of public revenue.

21.Name the different types of leave a teacher is entitled to and how many days in a year is a permanent and pensionable teacher entitled to annual leave?

Maternity Leave

A female teacher is entitled to 90 calendar days maternity leave from the date of confinement. This leave is exclusive of annual leave. The application for leave should be submitted to the DEO/MEO/DCE through the head of institution at least one month before the leave is due and must have supporting medical documents.

Paternity Leave

A male teacher can apply for paternity leave of up to15 days within the period of spouse’s maternity leave.

Study leave – with pay

Study leave– without pay

Annual leave

Permanent & pensionable teachers – 30 days with full pay each year.

Temporary or contract teachers – 30 days with full pay each year.

Sick leave

Permanent & pensionable teachers– 3 months with full pay ,another 3 month ½ pay in the calendar year.

Temporary or contract  teachers– 1 month full pay another 1 month ½ pay

Compassionate leave

In times of distress such as death, a court case, marital disharmony, arson and serious illness of a member of the family – maximum 15 days in a year.

Special leave

Short duration for teachers who have to travel abroad to participate in seminars or short courses or important events – max. 3 months in a year.

Compulsory leave

30 days with full pay to allow investigations into allegations.

Leave without pay

Special conditions eg accompanying a sick person for more than normal 15 days compassionate leave.

22. When is a teacher given study leave with pay?

  • Has worked for the commission for a min. of 5 years
  • UT teacher seeking to undertake postgraduate diploma or degree in education.
  • A teacher studying in an area of great need as specified in the study leave policy.
  • Trained technical teacher admitted to a national polytechnic for a higher National Diploma provided the subject area is in demand in the teaching service.
  • Has demonstrated a good record in performance.

23. What are the possible verdicts of interdiction?

A teacher has no offence hence revoke interdiction.

 

 

A teacher has committed an offence that does not warrant removal hence;

  • Warning in writing.
  • Surcharge
  • Suspension not exceeding 6 months without pay.
  • Retire in the public interest
  • Refered for medical evaluation by Director of Medical Services.
  • A teacher has committed an offence hence dismissal and deregistered.

23.Differentiate between interdiction and suspension.

Suspension – Temporary prohibition of a teacher from exercising his/her functions as a teacher pending determination of his/her disciplinary case.

Interdiction – removal of a teacher from service in accordance with regulation 153 of the TSC Code.

24a). What are the interdiction cases where a teacher does not earn any money?

  • Chronic absenteeism
  • Desertion of duty
  • Having been jailed
  • Misappropriation/mismanagement of public funds.
  • Fraudulent claims & receipt of funds.
  • Use of false certificates.
  • Forgery, impersonation, collusion & immoral behavior.

b) Offences that can lead to removal from the register

  • Immoral behavior with or towards a leaner
  • Obtaining registration fraudulently
  • Conviction of any offence against a learner or fellow member of staff
  • Involvement in forgery, impersonation/or presenting false documents to the commission
  • Mismanagement/misappropriation/embezzlement of public funds
  • Theft of school property
  • Incitement

c) Offences that can lead to dismissal from employment

  • Negligence of duty
  • Lateness to duty
  • Chronic absenteeism
  • Desertion
  • Incitement
  • Insubordination
  • Failure to proceed on transfer
  • Teaching without teaching certificate
  • Proceeding on transfer without formal release
  • Proceeding for assignments not organized by the commission without formal release.
  • Failure to release a teacher to proceed on a transfer.
  • Failure to forward correspondence by to and from TSC
  • Failure to hand and take an institution upon transfer
  • Failure to submit probation report in respect of newly recruited teacher at the expiry the probation period.
  • Excluding a teacher from  the teaching time table without authority from TSC
  • Pecuniary embarrassment like failure to honour financial obligations

d) Meaning of offences

i) Infamous conduct-Acts that undermine status accorded to the teaching profession such as

  • Drunkenness
  • Fighting
  • Conduct or behavior which contradicts the spirit and tenor of chapter six of the constitution 2010
  • Forgery-presentation of false documents to the commission/ or its agents

ii) Mismanagement involves;

  • Misappropriation an embezzlement of public funds
  • Loss of public fund through negligence
  • Failure to account for public funds as provided for in the law

iii) Misrepresentation entails

  • Falsifying information
  • Impersonation
  • Failure to adhere to recruitment guidelines
  • Any other act or conduct that is incompatible with the teaching profession

25. What is C.B.E? How is it calculated?

Curriculum Based Establishment – the number of teachers a school need in relation to the number of streams a school has.

It is calculated by considering the minimum lessons a teacher should teach(27) and the subjects offered in the school.

 

 

26..Name four education commissions since independence and what were the recommendations of the commissions.

  • Ominde commission(1964)
  • It reformed the education system inherited from the colonial government to make it responsive to the needs of independent Kenya.
  • It proposed an education system to foster national unity and create sufficient human resource for national development
  • English became a medium of instruction
  • It set the entry age to class one at 6 years.

Bessay Report (1972)

  • It recommended changes to the inherited curricular to make it relevant to local needs.

GachathiReport(1976)

  • The report focused on redefining Kenya’s educational policies and objectives, giving consideration to national unity, economic, social and cultural aspirations of the people of Kenya.

Mackey Report (1981)

  • It led to the removal of ‘A’ level and expansion of other post-secondary training institutions.
  • It led to the establishment of Moi University.
  • It recommended the stablishment of the 8-4-4 system of education and the commission of High Education (CHE)

Kamungecommission(1988)

  • It focused on improving education financing, quality and relevance.
  • From this report , the government produced Sessional Paper No 6 on Education & Training for the Next Decade & Beyond.
  • This led to the policy of cost sharing in education between the government, parents and community.

Koechcommission(2000)

It recommended Totally Integrated and Quality Education and Training(TIQET) in order to accelerate industrial and technological development.

27. On which grounds can a teacher be retired

  • Age
  • Public interest- gross misconduct
  • Medical/ill health
  • Abolition of office

Notice for retire – 3 months

28.Name three types of retirement benefits.

  • Pension
  • Gratuity
  • Work injury benefits

29.What is the deadline for submission of Books of Accounts for auditing?

31st January following year

30. Who is the TSC agent in your school?

The principal

31. Differenciatebetween informal education, formal education and non- formal education

Informal Education:– the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment-from family and neighbours, from work and play, from the marketplace, the library and the mass media…’

 

 

Formal Education:– the hierarchically structured, chronologically graded “educational system”, running from primary school through the university and including, in addition to general academic studies, a variety of specialized programmes and institutions for full-time technical and professional training.’

Non-Formal Education:– any organized educational activity outside the established formal system-whether operating separately or as an important feature of some broader activity-that is intended to serve identifiable learning clientele and learning.

32.What are the five areas in a lesson observation form?

  • Introduction & lesson organization
  • Content delivery
  • Teaching methods
  • Learners involvement & communication
  • Classroom management.

33 Name the seven areas enlisted for targets in a TPAD.

  • Professional knowledge and practice
  • Comprehensive learning environment
  • Teacher professional development
  • Teacher conduct and professionalism
  • Participation in professional leaning community

 (KESI)

FREE SECONDARY EDUCATION WORKSHOP FOR PRINCIPALS OF SECONDARY SCHOOLS

Module I

INTRODUCTION TO FINANCIAL MANAGEMENT

PRUDENT FINANCIAL MANAGEMENT PRACTICES IN REGARD TO FREE SECONDARY EDUCATION

Introduction

a)

The Ministry of Education launched Free secondary Education (FSE) through its interim guidelines of January 2008.  This is part of Basic Education whose component of Free Primary Education (FPE) was initiated in 2003.  Through the FSE, government subsidy to schools based on capitation was disbursed and fully operationlized in January 2008.  The allocation per student are day secondary education Kshs. 22,244 per child per year.

b)The MOE, therefore expects that sound governance and accountability mechanisms shall be enhanced for greater participation and transparency by all institutions in public resource utilization.

  • Overall Responsibility for Resources Management in Educational Institutions

The management of the resources of a learning institution shall be the responsibility of the head of that institution.  The Board of Governors (BOM), the Parents Teachers’ Association (PA) or other stakeholder group may lend their support to the head of the institution in respect of resources management but that support does not constitute a change to the primary responsibility.

(d) Accountability of institutions’ management

The management of learning institutions shall be accountable to parents, students, the Government and donors as appropriate for the use of the institutions resources.

Definition of Financial Management

The financial management entails

  • Planning
  • Organising
  • Directing
  • Coordinating
  • Control of all human and non-human resources in the institution.

(The participants to discuss the meaning of the above 5 pillars in a school situation).

The objectives of financial management

  • Accountability to stakeholders
  • Proper resource management
  • Internal decision-making

Financial management in secondary schools is expected to be prudently undertaken and involves the following:

  • Planning and budgeting
  • Authorization
  • Execution
  • Recording and reporting

i)     Planning and Budgeting

It is important that proper planning and budgeting is done by the school to ensure that the scarce resources are utilized in the most economical way and that transparency and accountability is upheld.

Activity – Participants to identify the difference between planning and budgeting.

ii)            Authorisation

  • The budget should be approved by the BOM by October of the preceding year.  This should give adequate time for other procedures to be followed.
  • Extra levies should be discussed by the BOM and then forwarded to the MOE for approval.  Schools should not commence charging extra levies before such approval is granted.
  • Virements if any should be properly authorized by the BOM, except in the tuition account(account I).
  1. Execution

This is the actual implementation of the budget which involves revenue collection, procurement and expenditure.

(To discuss with the participants the guidelines for FSE) (Circular No. Ref. MOE/G1/9/1/44 attached)

Procurement

Principals of secondary schools should familiarize themselves with procurement regulations as stipulated in the Public Procurement and Disposal Act 2005 and the Legal Notice of September, 2006 and KESSP procurement procedures.  Due to constant reviews of the procurement thresholds/ceilings, it is advisable to maintain an updated copy of the Public Procurement regulations

  1. Recording and Reporting  
  • Adequate internal controls should be put in place to ensure accuracy and completeness in recording of financial transactions
  • The recommended reporting procedures and timing should be followed.
  • Monthly financial returns (Trial balances, bank reconciliation statement, cash survey reports list of imprest holders & RD cheque) and the annual financial statements should be promptly prepared and submitted to the relevant officer of the ministry of education by 15th of the ensuing month and 31st January of the proceeding year respectively .

The Financial Management Process

Expenditure priorities set by BOM and stakeholders
Receiving of funds
Payments
Reporting
Recording
Procurements
Budget = Financial Plan ofprioritized activities

 

Activity for discussion

How does the management of an education institution demonstrate to the parents, students, the government and other stakeholders how the institutions resources have been obtained and used?

FINANCIAL MANAGEMENT II

PLANNING AND BUDGETING

1.             Definition of planning

2.             Why Plan: (brainstorming session with participants)

3.             Steps in Planning

  • Evolve vision (define)
  • Set mission (Give examples)
  • Prepare the school development plan (period 3-5 medium term, 5-10 long term)

Budgeting

(i)            Definition

Emphasize that a budget is one of the tools for prudent financial management in the educational institutions.  It can either be one year for a given period.  It is used as instrument of expenditure control.  It should be flexible (to take care of variances).

(ii)           Timing of Budgeting Process

October to November: process including BOM approval should be complete before students go for December vacation.

(iii)          Format of Budget

Budget is composed of two components

  1. The budget summary (Framework – i.e. income and expenditure for the various voteheads).
  2. working notes (attachments)

iii a)       Working notes

Heading:  Summary of Draft Budget for the year_____________

Income: Votehead Ref. Amount  
Current Year Previous Year
         
         
         
Total          
Expenditure        
         
         
         
Total        

iii b)       Working notes.

Vote No_____________Votehead________________

Expected Income:  Enrolment  x Allocation (Per Capita)
Expected Expenditure
S/No. Item Unit Qty Rate Amount
Current Year Previous year
           
           
           
           
Total          

 (v)          Steps of Budgeting

By referring to the school development plan, expenditure items are identified and costed.

  • Priority of expenditure items prepared
    • Identify sources and value of income expected
    • Match the expected income to the expected expenditure
    • Prepare summary of draft fees structure where applicable eg-fee for boarding schools levies for PTA projects.
    • Present to BOG and/or DEB for approval
    • Recurrent expenditure – BOG approval only

Note

  • Development expenditure – BOG/DEB approval
  • Prepare the budget.
  • Approval of budgets

–       Separate minute for approval of:

A/C I  Budget

A/C II Budget

A/C III Budget

A/C IV Budget

A/C V Budget etc.

Approval of budget:

Extracts of the minutes (Highlight to relevant text) relating to the budget should be attached to the approved budget and filed together.  Where the budget is approved with amendments, the adjustments should be incorporated in the budget and adopted by the BOM in the next meeting.

(vi)          Budgetary Controls

  • Expenditure should be limited to budget ceilings
  • Use of commitments register
  • Virements – Approval or ratification  by appropriate authority e.g. BOG, DEB etc.

(vii)         Creditors/Debtors

  • Outstanding debtors should be collected
  • To settle existing creditors (before the introduction FSE), appropriate levies should be approved by the relevant authorities.

Activity

Identify appropriate budget items in the vote of

  1. local transport and traveling
  2. RMI

Suggested Solution

Item                                                                       Unit                                       

Traveling to

Zone_______________________Trip x        Cost per trip

Division_____________________Trip x                       “

DEO’s Office_________________Trip x                      “

Bank_______________________Trip x                        “

PDE’s Office_________________Trip x                       “

TSC________________________Trip x                       “

Stakeholders meetings_________meetings x cost per meeting

Fuel________________________litres x             cost per litre

Major Service________________Service x     cost per service

Activity

A case study of budget preparation should be set and given to participants for practice in groups.  An item per votehead for a selected account should be used in the example.  A desired enrolment level should be used e.g. 100, 200 or 300 students.

FINANCE MANAGEMENT III

SCHOOL REVENUE AND EXPENDITURE CONTROLS

Checks Against Fraud and Irregularities

It is the responsibility of the Principal to ensure that adequate checks against fraud and irregularities are put in place and that proper steps are taken to ensure that they are functional.

Revenue and expenditure.

These are mechanisms put in place to ensure prudent financial management

Revenue Control Systems

  • Use of receipt books
  • Receipts registered with SCDE’s
  • Counterfoil receipt issue register
  • Fees Registers

Sources of revenue:-

1.             GOK Grants – Kshs. 22,244 per child per year

2.             Parental contribution of Kshs.  for boarding which in the maximum their amount will vary from one school to another depending on BOG deliberations and the category of the school.

The day school where lunch is provided the maximum charge for lunch is Kshs. 5593

3.             Development Funds is Parental Obligation

A maximum of Kshs. 2000 to be charged.  They must be approved by the SCDE where the charge is more than Kshs. 2000, the same should be approved by P.S. One project to run at a time.

4.             Income Generating Activities

Income generated from the activities undertaken by the school should be budgeted for receipted and accounted for e.g. hiring of school facilities and farm projects.

Profit and loss account should be prepared to enable the analysis of the viability of the project.

5.             Donations

All donations received by the school must be valued receipted and properly accounted for, recorded in relevant stores/ledger.  The BOG should be informed of the same and minuted.

6.             All proceeds from the sale of school assets must be receipted and properly accounted for e.g. motor vehicles, furniture and equipment etc.

7.             Specific GOK Grants

All specific and unique grants given to the school for a specified purpose must be receipted e.g. KESSP, CDF, LATIF, computers, pockets of poverty, fire extinguishers and should be used for the intended purpose.

  • Schools should issue a receipt to acknowledge grants received on FSE

arrangement addressed to the Permanent Secretary, MOE and issue an acknowledgment letter.

Fees Payment – In Kind – This should be discouraged but where BOG approves it, it should be quantified and receipted and controlled to avoid overstocking.

Expenditure

The expenditure is classified into 3 categories based on the accounts operated by the schools ie.

  1. Tuition A/C
  2. Operations A/C
  3. Boarding A/C

i)     Tuition A/C

  • All payments from this account must be in cheques.
    • Funds under this account shall be utilized for the procurement of teaching and learning materials only.
    • No virements are allowed to or from this account
    • Items of expenditure are for example:

– Textbooks

– Lab equipment

– Exercise books

– School based exams etc.

  1. Operations A/C
  • Payments should be within budgets as approved by the BOGs
  • The funds should be utilized in financing recurrent expenditure
  • Expenditure should be authorized, properly voted and supported.
  1. Boarding A/C

Funds from this account will be used to finance operation as budgeted per voteheads.

For proper accountability of the school motor vehicles, the following documents should be maintained and up dated.-

  • Motor vehicle log book
  • Motor vehicle registration book
  • Motor vehicle work tickets
  • Motor vehicle insurance policy
  • Motor vehicle detail order
  • Mileage claim forms – as stipulated in the government regulations

NB:                The BOG rate should not exceed the GOK rate as per accounting

regulation from MOE. (Refer to the instructions manual for secondary schools and colleges issued 2006 pg 36)

Imprest

An imprest requisition form is filled.  Then a payment voucher is prepared in the name of the imprest holder and entered in the cash book.  When the imprest is surrendered a payment voucher is prepared charging the votes affected.

Then an official receipt is prepared for the imprest holder for the total amount of the imprest.

Cheque Book Management

  • At least three signatories should sign the cheques, the head of the institutions signature being mandatory and the two others being the chairman of the BOG and a Board member.
  • Post dated cheques should not be allowed.
  • Blank cheques should not be written.
  • The cheque stab (counter foil) should be properly updated both with deposits and withdrawals.
  • Cheques should be registered in CFRBR
  • Cheques books should be kept under lock and key

Financial Control Register

  • Counter foil receipt book register
  • Cheques and money order register
  • Fee registers
  • Commitment register
  • Postage registers
  • Imprest register
  • Rent register
  • Livestock register
  • Contract register

Contract Register

This is a very important and critical register to a school since it trades expenditure on numerous projects/contracts that schools undertake and involve huge payments and complicated accounting records.

Use:                                Used as an expenditure control instrument on projects undertaken by an institution

Format:                        Ref: page 105 of handbook of financial management instructions for secondary schools colleges and polytechnics issued 2006.

Example:                      An appropriate example should be made to illustrate the technicality and importance of a contract register.

                                        FINANCE MANAGEMENT

RECORDING AND REPORTING

(A)          Recording

1.             Cash Book

  • Analytical Cashbook required
  • Each cashbook should be as per bank A/c maintained ie. Tuition, operations, boarding and 4th A/C for other sources eg. CDF, PTA and IGA (income generating activities), USAID etc.

(B)          Posting

2.             Receipt Side

  • Opening balances to be indicated
  • Receipts should be recorded as per revenue receipted
  • Receipts should be analysed and be serialized
  • Tuition revenue should be recorded in block in the bank column and posted to the votehead.
  • Contra items should be reflected when they occur.
  • In case tuition/operations money were issued in one cheque and a single receipt issued, either should be transferred to the other A/C

3.             Payment Side

  • Payment vouchers should be raised, serialized properly supported and authorized.
  • Tuition payments should be reflected in block
  • Contra items should be reflected when they occur.
  • Cash payments should be recorded in cash column while cheque payments be reflected in bank column.
  • Cheque numbers should be indicated in the cash book
  • Cash book should be balanced monthly.
  • Bank reconciliation should be prepared monthly and bank statements be availed as evidence.
  • Cash book should be numbered on a monthly basis and be posted similarly in the ledger.

4.             Internal Control of Cash Book

The cashbook should be checked, signed and stamped regularly by the accounting officer.

5.             Savings Account

Only transactions relating to Savings Account should be recorded in the cashbook

(C)          Reporting

6.          Trial Balance

To be submitted by 15th of ensuring month to the relevant offices of the

ministry of education.

(i)          It should be prepared monthly and for each account

(ii)         It should have mandatory 7 columns

Example:

Trial Balance Extract

Particulars Folio Budgeted Estimates Dr. Cr. Commitments Balance Available

Balance available = approved estimate – (Dr + Commitments)

NB:           Incase of over expenditure, proper rules of virement  should be adhered

to and journal be used to correct the same.

iii)      Trial balances should be cumulative

  1. Opening balances at beginning of the year to be constant
  2. Trial balance to be submitted to relevant offices by 15th of ensuing month.
  3. Covering letter should be attached
  4. Cash survey to be attached, bank reconciliation
  5. List of imprest holders to be attached.

7.             Financial Statements

Income and expenditure and balance sheet

This should be prepared at the end of the year and submitted by 31st January of each ensuing year.

NB:         (i)            It is the responsibility of the school management to ensure the

above final accounts are prepared and forwarded as required.

(ii)           Submission of books should include all the documents as detailed in the a/c accounting instruction manual (Assumption each school has a copy)

(iii)          All schedules should be attached detailing any over………..provision of grant which should be in line with the enrolment list submitted to the Ministry.  Other debtors and creditors should also be indicated.

(iv)          Queries should be conducted for confirmation and clarification of issues raised.

(v)           Report of certificate to be written by the auditors involved.

Activity

Sokomo to Secondary School is a Public School in the Republic of Kenya.  In the current financial year, it transacted business as follows:-

Date Transaction
Jan.2008 Account (III)   Opening balances   Cash………………………………………10,000 Bank…………………………………….. 200,000   Other transactions were as follows:   On 10.01.08 opened A/C I and A/C II bank accounts using A/C III cash Kshs.1000 each.   The school made transfers to accounts I &II as follows   A/C I:   (15.1.08) PV No. 001………20,000 (cheque No.001) (17.1.08) pv No..002…….20,000 (cheque No.002)   A/C II (18.1.08) pv No.001……….10,000 (CHQ. No.003) No.002…………………………..30,000 (CHQ. No.004) No.003…………………………… 5,000 (CHQ. No.005)
    25/1/2008 The following expenses were incurred by account I   P.V. No. 001 paid Masai staioners Ksh.20,000.00 in respect of supply  of stationery.  Vide cheque No.2501.   P.V. No.002- Paid Muka Booksellers Ksh.20,000 in respect of supply of text books videcheque No.2502   The expenses for account II were as follows:-
25/1/2008 PV. No 001 paid imprest of Ksh.10,000.00 to the Headteacher Mrs. Mary Wema traveling to Mombasa for a workshop vide cheque No.2701.
25/1/2008 Pv. No. 002- paid Juma contractors Ksh.30,000 for repair of roof vide cheque No.2702
25/1/2008 Pv. No. 033 paid Nairobi suppliers Ksh.5,000.00 for solar panel maintenance, vide cheque No.2703.
1/3/2008 Received government grant amounting to Kshs.500,000.00 forFSE which was credited in A/C I Bank account.  In the Kshs.500,000 there was Kshs.200,000 which  later transferred to A/C II bank account through cheque No.001 of A/C I.

It was also decided that earlier expenses incurred in A/C III on behalf of acc.I and II be refunded.

Required

  1. Pass entries into the school cash books and balance the same
    1. Prepare the trial balance for Account I as at 31st March, 2008.

PROCUREMENT PROCEDURES IN

EDUCATIONAL INSTITUTIONS

Introduction

  • The biggest amount of school funds are used in the procurement of various goods and services.  To ensure that these funds are properly utilized, procurement procedures are therefore put in place.

Definition

Procurement is the process of acquiring goods, works and services for an organization.

  • The procedures of undertaking such a process are clearly articulated in the Public Procurement Regulations 2006 (Legal Notice No. 174).
  • The Head of the institution has to observe procurement procedures that ensures quality goods/works/services are acquired at competitive prices.  This will enable the institution to have adequate resources necessary for effective budget implementation.
  • In the budgeting stage, the requirements and respective costs are identified.  Based on the magnitude of activities and cost, an appropriate procurement method is chosen.  This gives rise to a procurement plan, which articulates the requirements/needs to be acquired and the various steps in the procurement process with respective time schedules.  Whereas, the budget is approved by the BOG, the procurement plan shall be approved by the tender committee, a body charged with the responsibility of procurement of goods/works/services in an institution.

Objectives of Procurement Procedures

1.             Enhance transparency and accountability of funds ensuring that the stakeholders get value for their money.

2.             Enhances efficiency by ensuring that entities acquire quality goods/works/services at reasonable prices.

3.             Increases integrity and public confidence

The various procedures adopted ensure that there is fair treatment of suppliers and therefore for suppliers to get an order, their products must be of good quality and reasonable price.

Procurement Cycle

Means the cycle that starts with the initiation of the process of an individual procurement requirement and when the goods/works or services have been delivered and accepted.

A.            Tender Committee

For procurement to be done as required, a procuring entity needs to set up a tender committee.  In case of secondary schools, the composition is as below:-

Position                                                 Details

Chairperson                                        The Deputy Principal appointed in writing by the Principal

Deputy Chairperson                         The officer in charge of finance or equivalent appointed by the Principal

At least 6 Heads of Department or members of teaching staff including matron or officer in charge of boarding facilities where applicable appointed in writing by the Principal.

Secretary                                              The officer heading the procurement unit

The quorum for the tender committee is 5 members including the chairperson.

The principal shall appoint an alternate member for each member of the tender committee and only the alternate shall attend any meeting of the tender committee whenever the member is unable to attend.

Responsibilities of the Tender Committee

i)              Ensure that procurement and disposal is done within the regulations and the Acts.

ii)             Approve the selection of the successful tender or proposal

iii)            Award the procurement contract

iv)           Ensure that the procuring entity does not pay in excess of the prevailing market rates

v)            Review the selection of procurement method and ensure adoption of any other that is within the Act.

vi)           Pre-qualification of suppliers for restricted tendering, request for

quotations/proposals.

vii)          Review tender documents and requests for proposals to be in line with the Procurement Act/Regulation 2006.

viii)         Approve variations of contract conditions of contracts previously awarded by the committee

ix)           Approve bids through open tender for sale of the institution’s stores

The tender committee undertakes the procurement process with assistance of

other sub committees.

Procurement Committee

This committee is responsible for procurement  of goods/works/services whose

value does not exceed Kshs. 500,000.00 using the direct procurement or request

for quotations methods.

Composition

  • Chairperson – An official delegated by Principal
  • Other members – Finance officer or officer carrying related activities
  • 3 other members appointed by the principal

Quorum for meeting – Chairperson and at least two other members.  Any member who is unable to attend meeting may delegate to another person but such a person should possess the necessary skills/experience to represent him/ her in the meeting.

Decisions of the procurement committee shall be by consensus and where there is no consensus, the decision shall be through voting by simple majority.  Where there is a tie, the chairman shall have a second or casting vote.

The procurement committee may invite independent advisers or members of the procurement unit to explain submissions or provide technical advice, where required the committee can:-

  • Approve submission
  • Reject a submission with reasons
  • Approve a submission subject to minor clarifications by the procurement unit

B.            Evaluation Committee

  • Consists of chairperson and at least 2 members all appointed by the accounting officer or the Head of the procuring entity upon recommendation by the procurement unit.
  • Charged with the responsibility of the technical/financial evaluation of tenders and give report to the tender committee.   Members of this committee should not be those in tender committee – one should be from user department.
  • The evaluation committee shall undertake the tasks of:-

(a)                   The technical evaluation of the tenders or proposals received in strict adherence to the compliance and evaluation criteria set out in the tender document.

(b)                   Performing the evaluation with all due diligence and within a period of 30 days after opening of tenders.

Each tender received is assigned a rating by the committee and such a report with recommendations is submitted to tender committee for the final decision.

Note:  The evaluation and comparison shall be done using the procedures

and criteria set out in the tender documents and no other criteria shall be used.

A worked example on evaluation given on the lesson plan attached.

C.            Inspection and Acceptance Committee

  • Comprised of a chairman and at least 2 members appointed by the accounting officer or the head of the procuring entity on recommendation of the procurement unit.
  • Purpose – To inspect and review the goods/services to ensure compliance with the terms and specifications of the contract.

Accept or reject goods, works/services on behalf of the procuring entity.

Pre-Qualification of Suppliers

  • Advertisement in local dailies for bidders to know of the prequalification and declare their interest in participating and demonstrate their ability in a given business.
  • Prospective bidders are given standard application forms to complete giving out the necessary data and return them for evaluation just like an open tender.  Those who qualify are then requested to bid on appropriate bidding documents.

The following information is normally requested for pre-qualification:

  • Contractors identification
  • Experience and performance
  • Personnel
  • Equipment
  • Financial status
  • Present commitments
  • Personnel and equipment available for the proposed project
  • Any other relevant information on the project.

Procurement Methods

Depending on size and nature of transaction involved, the entity may use any of the methods here below to procure goods/works/services:

  1. Direct procurement
  2. Open tender

–  National competitive bidding

–  International competitive bidding

  • Restricted tender
  • Request for quotations
  • Request for proposal
  • Low value procurement
  • Use specifically permitted procedures

Direct Procurement – Used where no reasonable alternative exists – dealing with only one bidder

Open tender – Advertisements made in dailies of wide circulation nationally and internationally.

Restricted Tendering – This method is available for large and complex contracts.  This method is justified in view of the cost involved in preparing tenders for complex and specialized goods, works or services and the desirability of avoiding tenders from unqualified bidders.  Most complex project contracts are often let through this method, the bidders are first selected through pre-qualification.

Request of Quotations – It is used for readily available goods/works/services.  At least 3 quotations are received before selection process – maximum 10 out of pre-qualified suppliers.

Request for Proposals  – Applicable for services of intellectual nature. At least 3 proposals maximum 7 out of those who expressed the interest.

Low Value Procurement –  Applicable if use of the other methods will be time consuming and can cost more than the cost of goods/services/works for goods whose value in budget does not exceed Kshs. 5000.00

–   If the procedure is not being used for the purpose of avoiding

competition.

The use of the procedure has been recommended by the committee after market survey.

Use of Specially permitted procedures – Where the market conditions or behaviour do not allow effective application of the Act and Regulations i.e. in use of frequent fluctuations of prices e.g. maize.

For specialized or particular requirements that are governed by harmonized international standards or practices.

D.            Disposal Committee

Members

  • An officer in charge of finance
  • The head of procurement unit who shall be secretary
  • The head of the accounting department
  • Two heads of departments and user department
  • The committee shall select a chairman from among its members
  • The disposal committee will first meet within fourteen days of its appointment and subsequently at least once in every quarter.

STORES MANAGEMENT

Definition

Stores management is the process of planning, organizing and coordinating all the stores activities of an institution.

Importance

1.             Enhances proper planning of procurement of goods

2.             Ensure proper accountability

3.             Guards against loss of stores hence ensures optimum use

4.             Enhances prudent decision making

5.             Ensures that the right quantities and qualities are delivered to school.

6.             Ensures timely deliveries.

1.             Receiving

Entails receiving/verification and recording of goods

Receiving

  • Should be received by the officer in charge of central stores
  • The goods upon delivery should be accompanied by the following:
  1. A copy of the LPO/LSO
  2. Delivery note
  3. Invoice

Verification

On receipt the officer in-charge should verify the following:

  1. Compares the delivery not against those quoted in LPO’s
  2. Check the delivery notes against the physically delivered items to establish the right quantity has been delivered.
  3. Quality of technical/specialized goods should be verified in consultation with professionals/heads of department
  4. The officer should sign the delivery notes upon satisfaction of the above and stamp
  5. The principal should witness or delegate the receiving of the goods other than the officer in charge in the stores.

Recording

The following records are essential for the recording of the inventories

1.             Consumable stores ledger (S1)

2.             Permanent and expendable stores (S2)

Consumable Stores Ledger (S1)

  • This register records all items of stores whose life does not exceed one financial year.
  • This includes among others e.g. foodstuff, stationery etc.

Permanent and expendable stores (S2)

This register contains all the items of permanent nature and whose service is not limited to one financial year examples – Expendable: plastic buckets, textbooks

etc.  Permanent – furniture, farm implement etc.

Stock Taking

This is the process in which the administration of an institution verifies the agreement between the book quantity of stores and the physical presence of the stores.  The physical presence is confirmed by physical counting of the stores concerned.

Methods of Stock Taking

There are two methods

1.             Periodic stock taking

This is a method which involves physically counting and knowing physical quantities of all types of stores at given date. eg. months, termly or 100% count at the end of the year.   When undertaking the exercise, the following should be considered.

(a)           Adequate number of staff should be available and should receive clear and precise instruction on the procedure to be followed.

(b)           The stock taking should be done at a weekend or overnight so as not to interfere with the normal operations of the school.

(c)           The completed stock sheet should have random independent checks to verify their correctness.

(d)           The quantities of each type of stores should be checked against the stock record to expose any gross errors and any discrepancies be reconciled.

2.             Continuous Stock taking

This is the preferred system of stock-taking stock under this approach involves operating a system whereby a proportion of stock is checked daily so that over an year all stock is checked at least once and high value and fast moving items can be checked severally.

  • The staff conducting the stock take should be independent of store keepers.
  • The bursar, or some other appointed staff should conduct the stock take.

NB:  The principal has a duty to perform random checks on any inventory item as an internal check.

Re-order

To enhance smooth running of the institution, the store keeper should be able to calculate the

1.             Reorder level

2.             Reorder quantity

3.             Safety stock

4.             Delivery period

To facilitate the availability of the above information, he will require

a)            The daily consumption quantities

b)            The pensability/durability

c)             Storage space/facilities

Centralized Stores

This is a system of store keeping whereby all items of stores are received and issued to user department from a central location.  The opposite of this is decentralized stores where the stores are received and issued from different locations e.g. food items at the dining hall, lab chemicals at the laboratories, stationery at the secretaries office etc.

Advantages of Centralization

1.             Less risk of duplication of stores

2.             Higher quality staff may be employed and utilized optimumly

3.             Closer control

4.             More security from pilferage

5.             Reduced paper work

6.             Ease at stock taking

7.             Modern stock-keeping techniques may be applied

Disadvantage

1.             Less convenient for outlying user department

2.             Delays in obtaining materials

3.             Greater internal transport cost in carrying materials

4.             Stores situation might not be technically advisable for special care items e.g. lab chemicals

STORES KEEPING – PRACTICALS

The facility divides the participants into 10 groups. To each group a sample of S1 lodger, S2 ledger and 2 in inventory books are provided. The facilitator takes the participants through the structure of the books explaining such issues as:-

  • Index of each ledger and its  meaning
  • Meaning of ledger folio
  • Completeness of  stores ledger recording
  • Meaning on S1 ledger of total receipts, total issues and the balance carried forward.
  • Meaning on S2 ledger of inventory No., new receipts, issues to inventory, write-offs/ transfers, balance in stock, stock on charge, inventory holder, signature or issue voucher e.t.c .
  • Use of the inventory books and their role in handing over/ taking over exercises.

The participants are then tasked to enter records of stores as out lined on the transaction sheets attached.

ENTRIES INTO LEDGER

SAWA secondary school had the following stores transaction in the month of January 2007

DATE TRANSACTION
1.1.07 Opening balances: Maize    200kg  @ 20 each Beans 40kg @ 40 each Casio calculators- 4- @ 2000 each Ms computers- 2 -@ 10000 each F3 maths books- 20- @ 40 each F2 english – 10-  @ 100 each
10.1.07 BOUGHT the following; TR- microscopes- 2- @ 5000 each from A Maize- 50 bags- @ 1600 each from B Mercury (Red)- 10 litres- @ 2000 per litre from C F.1 science books- 50- @ 150 each from D Exercise books (120pg)- 2 cartons- @  2500 each from D
15.1.07 Issued the following : Maize- 300kg- to cateress Beans -10kg- to cateress Calculator- 3- to MP Ndirangu (1 returned) Mercury- 5 litres- to Musau F.1 science books- 40- to Musau  (10 returned first, 5 returned 2nd ) Exercise books-  1 carton- to students Ms computers- 1- to Musau
30.1.07   Transfer the closing balance of maize to the next available ledger folio. Balanced the stores ledgers for the following items Items                         ledger folios   Maize                                      Beans                                       Casio calculator                      Ms computers                          F3 maths books                        F.2 books English                     TR microscopes                        Mercury (red)                            F1 Science books                      Exercise books (120pg)
1.2.07 The school bursar checked and certified the following records as correct:- Casio calculators Ms computer Mercury (red)
2.2.07 The school principal checked and certified the following records as correct. Casio calculator Mercury (red)

You are required to record the transactions into the school’s ledger books and the relevant inventories.

What is your name?:

Here you should tell them your name in full and clearly how you are called. Show confidence while responding to the question. Don’t look down. If looking them in the eye isn’t easy for you, fix your eye on their foreheads.

Tell us something about yourself:

Here, give a summary of your qualifications.  What. Keep your response concise while highlighting your relevant experience and skills. Talk about your achievements and goals related to the position you’re applying for.

READ ALSO   TSC CEO Nancy Macharia in hot soup after MP were captured distributing PNP Letters in Kisii.

Why are you interested in this job/company/ why should we hire you.

Research the about the job demands and explain how your skills and values will align with their mission and values. Mention one specific aspect of the job that excites you and how you can contribute to the school’s success.

What are your strengths?:

Here, you need to mention skills that are relevant to the job, showcasing your abilities such as problem-solving, leadership, attention to detail, or teamwork. Provide good examples that relates to the job and explain how they have helped you in past roles.

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What are your weaknesses?:

You need to choose a weakness that is not always directly related to the job you want but mention steps you’ve taken to improve on it. Emphasize concisely your willingness to learn and grow.

Tell me about a challenging situation you faced at work and how you handled it?

Your are required to share a work-related challenge you encountered and describe the actions you took to resolve it. Highlight your problem-solving skills, ability to remain calm under pressure, and how you learned from the experience.

Where do you see yourself in five years?

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Show ambition and a desire for growth within the Education sector/company. Mention your career goals and how they align with the potential opportunities and advancement at the organization.

What makes you the best fit for this role?:

Highlight specific skills and experiences that make you well-suited for the position. Be sure to mention how your background aligns with the requirements and responsibilities outlined in the job description.

Remember to prepare thoughtful, concise, and honest answers. Practice answering these questions beforehand to build confidence and improve your responses. Good luck with your interviews!

Teachers' Resources

GRADE 9 KISWAHILI LESSON NOTES

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GRADE 9 KISWAHILI LESSON NOTES

SEKONDARI AWALI

KISWAHILI

GREDI YA 9

2025

1.   USAFIWAMAZINGIRA

1.1.     Mjadala

  • Mjadalanimazungumzokatiyawatuwawiliauzaidiyakubadilishanamawazokuhususuala
  • Katikamjadala,washirikihutoahoja,maoni,naushahidiilikuelezamtazamowaokuhususuala
  • Lengolamjadalanikujengaufahamu,kubadilishanamawazo,nakutafutaufumbuziaumsimamo wa pamoja kuhusu suala linalojadiliwa.
  • Kwasababuhii, mjadala huwa na upande wa kuunga na wa kupinga.
  • Washirikikatikamjadalahuchukuanafasimbili:yamsikilizajina
  • Wakatiwakusikilizanakuchangiamjadala,vipengelemuhimuvyakuzingatia ni:
    • Kuitajabayanamadaya
    • Kutambuakiinichamjadalanakujikitakwenyekiinihichokuanziamwanzohadi
    • Kuzungumzakwa
    • Kusikilizakwamakiniilikuelewavyemahojazawenzakonakutoamaoniyanayosaidia
    • Kuwatayarikuchangiamjadalakwa
    • Kutumiahojazenyeushahidiilikuzijengeamsingiwa
    • Kutumialughayaheshimahasaunapopingabilakuwadhalilisha
    • Kuthaminimaoniyawenginehatakamanitofautina
    • Kuwatayarikusikilizahojazakozikikosolewanakuwatayarikuzijengaupyakwamsingiwa maoni ya wengine.
    • Kuwanaushirikianomwemanawenzakoilikujenga
    • Kuchangiamawazomapyaaumtazamompyakwenye
  • Vipengelehivihusaidiakuwanamjadalawenyetijanakujengamawasilianomazurina

 

Mfanowamjadala:MatumiziyaTeknolojiakatikaElimu

Petero       :    Nashukurukwakunipanafasihii.Teknolojiainamchangomkubwakatikakuboresha elimu, hasa katika enzi hii ya dijitali. Kwanza, teknolojia inawezesha wanafunzi kupata taarifakwaurahisizaidi. Kwamfano,kwakutumiamtandao,wanafunziwanawezakupata vitabu,makala,narasilimalinyinginekwaurahisibilakujalimahaliwalipo.Pia,matumizi ya vifaa vya elektroniki kama kompyuta na vidonge husaidia wanafunzi kujifunza kwa njia ya picha, video, na maandiko, jambo ambalo linawaongezea ufanisi wa kujifunza.

Pili,teknolojiainasaidiawalimukatikakufundishakwanjiaborazaidi.Kwamfano, walimu wanaweza kutumia programu maalum za kujifunzia na zana za mtandao kutoa mafunzo kwa njia ya muktadha au video. Hii inawasaidia wanafunzi kuelewa masomo kwa njia ya kuvutia zaidi. Hivyo, matumizi ya teknolojia katika elimu ni muhimu sana kwa maendeleo ya kisasa.

Amanda:Nashukuru. Ingawa ni kweli kwamba teknolojia ina faida nyingi, lakini hatufai kupuuza baadhi ya changamoto zinazohusiana nayo. Kwanza, si kila mwanafunzi anayeweza kufikiateknolojia.Katikamaeneoyavijijininafamiliamaskini,upatikanajiwavifaa vya

 

 

teknolojiakamakompyutanaintanetinichangamotokubwa.Hiiinawafanyawanafunzi wa maeneo hayo kushindwa kupata fursa sawa na wenzao wa mijini.

Pili,matumiziyateknolojiayanapoongezeka,kunahatariyakupotezamawasilianoyaana kwa ana kati ya wanafunzi na walimu. Elimu ya kimwili na mwingiliano wa kijamii ni muhimukwaukuajiwakijamiinakimaadiliwawanafunzi.Ikiwawanafunziwanategemea zaidi teknolojia, huenda wakapoteza ufahamu wa uhusiano wa kibinadamu na maadili ya msingi.

Petero       :    Nashukuru kwa maoni yako. Hata hivyo, napenda kusema kuwa, hata kama upatikanaji wa teknolojia ni changamoto katika baadhi ya maeneo, serikali na mashirika yasiyokuwa yakiserikaliyanafanyajuhudizakutoavifaavyateknolojiakwashulenawanafunzi wasiojiweza.Aidha,kunamikakatiyakuongezaupatikanajiwaintanetikatikamaeneoya vijijini.

Pia, elimu ya mtandaoni na matumizi ya teknolojia hayapaswi kuondoa mawasiliano ya anakwaana.Badalayake,yanawezakuwanyongeza.Teknolojiainapotumikakwa usahihi,inawezakumwezeshamwanafunzikufikiamasomoyaziadanakuongezamaarifa yake bila kupoteza umuhimu wa mawasiliano ya kijamii.

Amanda    :    Nikweli,juhudizakuongezaupatikanajiwateknolojiazinahitajika,lakinibadokuna tofauti kubwa kati ya miji na vijijini. Hii inahitaji juhudi kubwa zaidi. Aidha, napenda kuongezakuwa,teknolojiainawezakuletautegemezimkubwakwawanafunzi.Wanafunzi wanaweza kuwa wanatumia teknolojia kutafuta majibu badala ya kufikiri kwa kina na kutatuamatatizokwanjiayaubunifu.Hiiinawezakupunguzauwezowaowakujitegemea.

 

 

 

1.2.     Viakifishi:Alamayakoloninasemikoloni

a)      Alamayakoloni(:)

Alamayakoloni hutumiwa:

  1. Kutangulizamanenokwenyeorodha,kwamfano:Ilikudumishausafiwamazingira,utahitaji kuwa na vifaa hivi: ufagio, reki, pipa la taka na ndoo ya kupigia deki.
  2. Kutengajinalamsemajinamanenoyakehalisikatikamazungumzoautamthilia,kwamfano: Timona: Mioshi kutoka viwandani huchafua mazingira.
  3. Kutengasaanadakika,kwamfano:ShughuliyakusafishamtaawetuitafanyikaJumamosi kuanzia saa 8:00 asubuhi.
  4. Kuonyeshasehemuyapiliyasentensiinayofuatawazokatikasehemuyakwanza,kwamfano: Utunzaji wa mazingira ndio chanzo cha uhai: tukiupuuza, tutajiangamiza.
  5. Kutengasuranamistarikatikamaandishikamayakitaalumaau

 

b)      Alamayasemikoloni(;)

Alamayasemikolonihutumikakamaifuatavyo:

  1. Kutenganisha orodha ya maneno au vifungu, ambapo orodha imetenganishwa na koma, kwa mfano:Ukiendamjiniutanunuamaembe,mboga,naviazisokoni;unga,sukari,nasabunikatika duka la jumla; na nyama katika bucha.

 

 

  1. Kuunganishamawazoyanayohusianabilakutumiakiunganishi,kwamfano:Vyoohivyovya umma ni safi; wafanyakazi wanavisafisha kila mara. Sisi tulinunua mapipa ya kutupia taka; hatukuwa na pesa za kununua mashine za kusagia karatasi.
  2. Kutengamaelezokwenyeorodhandefuyamaelezoausentensindefu,kwamfano:Kunanjia nyingizakutumiatakavyema;kuzikusanya,kuzitenga,nakuzitiakwenyemapipamaalumu tofautitofauti; kuzitumia upya, na kuzisaga kwa mashine maalum.

 

1.3.     Vihusishivyamahalinavyawakati

a)      Vihusishivyamahali

  • Vihusishinimanenoambayohutumiwakuelezeauhusianokatiyamanenokatika
  • Vihusishivyamahalihuonyeshauhusianowakimahalikatiyanominonamanenomenginekatika
  • Kwamfano:
    • Mtiukokatikatiya
    • Ndegewametua juuyamitiiliyopandwana
  • Mifanomingineyavihusishivyamahalini:
    • chiniya
    • juu ya
    • kandoya
    • kati ya
    • kwenye
    • mbeleya
    • ndani ya

 

b)      Vihusishivyawakati

  • Vihusishivyawakatihutumiwakuonyeshauhusianowamudakatiyavitenzinamanenomengine katika sentensi.
  • Kwamfano:
    • Tuliondokakablayamvua
    • Kitabukilikuwachangu tangu
  • Mifanoyavihusishivinginevyawakatinikamavile
    • tangu
    • hadi
    • baadaya
    • kisha

 

2.   MAZOEZIYAVIUNGOVYAMWILI

2.1.    Sautiya/b/na /mb/

  • KatikaKiswahili,/b/na/mb/nisautimbilizinazotofautianakwanamnayakutamkwana
  1. /b/:

oSautihiiniyakirai,inayotamkwakwakuwekamidomopamojanakuvutahewakutoka kwenye mapafu kwa njia rahisi.

  • Kwamfano:
    • baba
    • bana
    • bao
    • barakoa
    • basi
    • beba
    • begi
    • bibo
    • bubu
    • taabu
  • Sautihiiniyapekeebilakuwanasautiyeyoteinayotokeakwenye

b)      /mb/:

  • Hiinisautiyakiraiinayofuatananasautiya/m/,ambapomidomoinakuwapamojanahewa kutoka kwenye pua.
  • Hiininazalikwasababuhewahutokakupitia
  • Kwamfano:
    • embe
    • mbao
    • mbavu
    • mbegu
    • mbichi
    • mbili
    • mbizi
    • mboga
    • mbuga
    • mbuzi
    • Katika/mb/,kunamtindowakutamkakwakutumiapua,ambaposautiya/m/huunganishwanasauti ya /b/, wakati /b/ pekee haitoi dalili yoyote ya pua.

 

 

2.2.    Matiniyakujichagulia

  • Matinihiiinawezakutoka kwenye kitabu, gazeti au jarida.
  • Unapochaguamatini,unapaswakuzingatiamambokamavile:

 

 

  1. Nivyemakuchaguamatiniambayounapendaauinayohususualaambalo linakuvutia.
  2. Unafaakujichaguliamatiniinayolingananakiwangochako.Isiwengumusana kuelewa wala isiwe ya kiwango cha chini sana.
  3. Chaguamatiniinayokufunzamienendomiemanamaarifamapya. Usichague matini inayokupotosha kimaadili.
    • Unaposomamatiniyakujichagulia,zingatiayafuatayo:
  4. Chaguapahalipatulivupa
  5. Tambuavipengelemuhimuvyamatinihiyo,kamavilejalada,anwani,mwandishi,madaausuala linalozungumziwa,ukubwawamatinikwakurejeleakurasa,kiwangochake,namaelezokwenye jalada upande wa nyuma.
  6. Isomematinikijuujuuilikupatamwelekeowakijumlakuhusumatini
  7. Somatenakwa
  8. Ukikumbananamanenomageniauyasiyoeleweka,jaribukukisiamaanayakekwakuisomatena sentensi ambapo neno hilo limetumika.
  9. Nukuumanenoyotemapyaaumageni
  10. Tumiakamusikuhakikishamaanasahihiyamaneno
  11. Andikavidokezovyaujumbemuhimukatikamatini

 

2.3.    Baruayakirafiki

  • Baruayakujibubaruayakirafikihuandikwailikutoamajibukwabaruaambayorafikiaujamaa alikuwa ameituma.
  • Nivyemakujibubaruayakirafikiuliyoandikiwailikuendelezamawasiliano,kujengamahusiano bora, kuonyesha shukrani, kueleza hisia na maoni yako, au kutoa habari mpya.
  • Ujumbekatikabaruayakujibubaruayakirafikihulingananaujumbekwenyebaruayakirafiki
  • Ujumbehuohutegemeamasualayaliyozungumziwakwenyebaruayakirafikiambayo
  • Nidesturinjemakujibubaruayakirafikibilakukawia
  • Msamiatiunaoteuliwahudhihirisha uhusiano wa kirafiki uliopo kati ya anayejibu na aliyeandika majibu.
  • Kamabaruanyingine,baruayakujibubaruayakirafikihufuatamuundowabaruayakirafikiya
  • Baruayakirafikihuwana:
  1. Anwaniya anayeandika
  2. Tarehe
  3. Mtajo,kwamfano: Kwarafiki mpendwa
  4. Utangulizi:Baruayakujibubaruayakirafikihuanzakwasalamunakumjuliahaliunayemjibu
  5. Mwili:Majibuhutolewakatikasehemuhii.Nivyemakuandikasehemuhiikatikaaya,kilaaya ikiwa na hoja yake.
  6. Hitimisho:Baruayakujibubaruayakirafikihuhitimishwakamabaruayakirafikikwakutaja uhusiano wa mwandishi na anayeandikiwa. Jina la mwandishi huja chini yake.
    • Kumbuka:Sahihihaiwekwikatikabaruayakujibubaruaya

 

 

 

MpendwaKarambu,

BentaHaruni,

S.L.P.4872-00100,

Maganjoni. 13/08/2025

Pokea salamu za heri njema kutoka kwangu. Ni matumaini yangu kwamba u buheri wa afya. NimefurahikusikiakuwaunaendeleavyemanakuwamasomoyaGrediyaTisayanakupelekavyema huko Buruburu.

Lengolangulakukuandikiabaruahiinikukushukurunakukuarifukuwanilipokeabarua uliyoniandikia.

Kwanzakabisa,shukranizadhatizinafaakutokakwangu,maanamimindiyeniliyefaidikazaidi na mwaliko wako. Maelekezo uliyotupatia ya baadhi ya mazoezi ya mwili tunayoweza kufanya mara kwamaranyumbaninashuleniyamenifaasana.Ninakupamkonowatahaniakwamakalayakoambayo bila shaka uliyafanyia utafiti wa kutosha. Hakika, ulitufunza mengi.

Kuhusu swali uliloniuliza kuhusu maoni ya wenzangu tuliohudhuria nao hafla hiyo, yaonekana simimituniliyefaidika.Kwelielimunibahari.Tamaraanasemaalijifunzakwambamtuanapaswa kuzingatiahaliyakeyaafyanakuchaguamazoeziyaviungovyamwilikulingananaumriwake.Barasa nayeanasemaalishangazwakwambakunamazoezikwavijananakwawazee! Atihatabibiyake

anawezakushirikimazoeziyamwilikulimwajabishasana.Kwangumimi,jamboambalosikulijuaawali nikwambamazoezi yanawezakumsaidiamtu kupatausingizi bora.Shukranikwakazinzuri uliyofanya.

Shukranipiakwakunifahamishakatikabaruauliyonitumiakuwaumekubalipendekezola kuanzisha Chama cha Amirijeshi wa Afya wasio na Mipaka, sawia na chama chenu. Hii itatusaidia kuwahamasisha wanajamii kuhusu masuala mbalimbali ya kiafya.

Nakutakiakilalaherikatikashughulizakozote.Ninatazamiakukutananawelikizoniili tufahamishane mengi. Kwa sasa, kwa heri ya kuonana.

 

Sahibuyakompendwa,

 

Mfano:

 

 

 

Benta.

 

 

2.4.    Vihusishivya-aunganifunavyasababu

Vihusishinimanenoambayohuelezauhusianokatiyamanenoauvifunguvyamanenokatikasentensi.

 

a)      Vihusishivya-aunganifu

  • Vihusishivya-aunganifuhuonyeshauhusianobainayanominonanyingineaubainaya nomino na kitenzi.
  • Kwamfano:Wanafunziwalichezamchezowakuigiza.Neno‘wa’nikihusishicha‘-a’unganifu

kinachotumiwakuonyeshauhusianokatiyamchezonauigizaji.

  • Kihusishicha-aunganifuhuchukuaviambishitofautikulingananangeliyanomino
  • Tazamamifanokatikasentensi hizi:
    • Kiwikochamkonohuukinahitaji
    • Langolapilindilolaupandewatimu
    • Wanafunziwashuleyetuhufanyamazoeziyaviungokila
    • Zoezilamwisholitafanywawakatiwa

 

 

b)      Vihusishivyasababu

  • Vihusishivyasababuhuonyeshauhusianowamatukiokatikasentensikwakutoa
  • Vihusishivyasababuvinawezakuwanenomoja,kwamfano:

 

 

 

 

 

  • ili
  • maana
  • Vinawezakuwanmanenozaidiyamoja,kwa mfano:
    • kwasababu
    • kutokanana
    • kwaajiliya
  • Mifanokatikasentensi:
  • Lukaametuzwakwasababuyauhodariwake
  • Aliadhibiwamaana

 

 

 

3.   UTUNZAJIWA WANYAMA

3.1.     Tashbihi

  • Tashbihinimbinuyalughaambayohutumiwakulinganishaaukufananishakitunakinginekwa kutumia maneno ya kulinganisha, kama vile: kama, kama vile, ja, mfano wa au mithili ya.
  • Mbinuhiihutumiwakumchoreamsikilizajiaumsomajipichaya
  • Tashbihihufanyamaelezokuwawazinayakuvutiazaidikwawasikilizajiau
  • Mifanoyatashbihikatikasentensi:

❖                  Anamanenomengimithiliyachiriku.

  • Malikianausolainikamahariri.
  • Mbuzihawawanahitajikulishwa,lasivyowatakondakamang’onda.
  • Mekoni mpolekama njiwa.
  • Monalisaanasautitamukamayaninga.
  • Msituulikuwakimyakamakaburi,ungedhanihamnamnyama
  • Munganishujaakamasimba.
  • Urslaana mbiokamaduma.
  • Usiwemkaidikama punda.
  • Tashbihihutumikakatikafasihisimulizikwamadhumunimbalimbali,kamavile:
  1. Kufafanuajambokwakulinganishanakitukingineilikumrahisishiamsikilizajiaumsomaji kuelewa jambo.
  2. Kujengapichaautaswirakatikaakiliyamsikilizajiaumsomajiya
  3. Kwakufananishavifaaauhalinanyingine,msikilizajiaumsomajihuelewa vyema zaidi.
  4. Tashbihihumwondoleamsikilizajiaumsomajiukinaifuunaotokanana kutumia lugha kavu.

 

 

3.2.     Sitiari

  • Sitiarinitamathalizausemiambazomzungumzajiaumwandishihutumiakulinganishawatuauvitu vyenye sifa sawa bila kutumia maneno ya kulinganisha.
  • Mtuaukituhutajwamojakwamojakamandichohicho
  • Sifainayovilinganishavituhivihaitajwi,lakinimzungumzajinamsikilizajihutarajiwakuwa
  • Kwamfano:
    • Huyunikasuku,humshindikuiga
    • Julianikobe
    • Kutonikinyonga,kaulizake
    • Mukainimalaika,huwezikumpataakifanyamambo
    • Usiwemwanambuzi.
  • Katikasentensi,Julianikobe,Juliaanatajwakanakwambandiyekobe.Sitiarihiiinamaana kwamba hutembea polepole.
  • Sitiarihutumiwa:

 

 

  1. Kumjengeamsikilizajiaumsomajipichakamiliyamtu,kituauhaliambayoinaelezewa,kwa mfano: Ng’ombe hawa ni nzige. Wamekula mimea yote shambani.
  2. Kuelezeatabiazawahusika,kwamfano:Marianimalaika.Hawezikumdhuru
  3. Kuadilishaaukutoafunzofulani,kwamfano:Usiwemkonowabirika,nivyemakuwasaidia
  4. Kuongezaladhakwenyelughailikumwondoleamsikilizajiukinaifu,kwamfano:Machoyakeni nyota usiku, badala ya kusema Ana macho yanayong’ara.

 

 

3.3.     Methali

  • Methalinikaulifupiambazohutoaushaurikuhusumambombalimbalikatika
  • Methali:
  1. hutumia lugha ambayo huonyesha hekima au maarifa ya kiasili. Huundwa kwa sehemu mbili. Kipande cha kwanza hutoa wazo, cha pili hukamilisha wazo hilo, kwa mfano, Kidole kimoja hakivunjichawa.Upandewapilibaadayakituounakamilishawazolililodokezwakatikaupande wa kwanza.
  2. huwanamaanaya juunayandani.Maanayandanindiyohutoaujumbe
  3. hutumialughayenyemdundowa
  4. aghalabuhuundwakwatamathalizauseminambinunyinginezalugha,kwamfano,methali: Ndovu hashindwi na mkonga wake, imeundwa kwa sitiari. Ndovu ni sitiari ya binadamu, na mkonga wake ni sitiari ya majukumu au changamoto zinazomkabili binadamu.
  5. hutumia lughainayofungamananamuktadhawajamii ambayo imebuni methali hiyo, kwa mfano,methali:Hasirayamkizifurahayamvuvi,inafungamananajamiiyawavuvi,ilhali, methali: Ndugu wakigombana chukua jembe ukalime, wakipatana chukua kapu ukavune, inahusishwa na jamii ya wakulima.

 

  • Methalihutumiwa:
  1. Methali: Machohayanapazia,kwamfano,inaonyesha kwamba macho huona kila kitu. Ukishaona kitu, umekiona; hakuna kufuta kumbukumbu hiyo.
  2. kuelimishaaukuadilisha,kwamfano,methali:Harakaharakahainabarakainafundisha umuhimu wa kufanya mambo kwa utulivu na kwa umakini.
  3. kutoa ushauri au mwongozo wa maisha, kwa mfano, methali: Usitukane wakunga na uzazi ungalipoinashauriwatukuwawaaminifunakutowapuuzawengineaumsaadaunaotokakwao hata kama hawauhitaji kwa sasa.
  4. Methali:Asiyesikialamkuuhuvunjikaguu,kwamfano,inaonyadhidiyakupuuza ushauri.
  5. Badalayakutoamaelezo,onyoauushaurikwalughayakawaida, methali hutumika.

 

 

3.4.     UshairiI

  • Shairiniutungowakifasihiunaotumialughayakipekeeyamkatokuwasilisha

 

 

  • Utungohuuunawezakuimbwa,kukaririwa,kughaniwaau
  • Shairikamautungowafasihiandishihuwanasifamaalumukamazifuatazo:
  1. Hutumialughayamkatoyenyempangiliomaalumuwa
  2. Manenohufupishwa;kwamfano,nenokiwajengeabadalayaukiwajengea
  3. Kwamfano,‘Likujawangumlezi’kwa kawaida inafaa kuwa ‘Mlezi wangu alikuja.’
  4. Huwanaurudiajiwasauti,silabi,manenoaumistari.Urudiajihuuhuletamdundowakimuziki katika shairi.
  5. Mashairihupangwakatikabetibadalaya
  6. Kilaubetihuundwakwamishororobadalaya
  7. Shairilinawezakuwanakipandekimoja, viwili au vitatu katika kila mshororo. Kipande cha kwanza cha mshororo wa shairi huitwa ukwapi, cha pili utao na cha tatu huitwa mwandamizi.
  8. Mizaninisilabikatikashairi.Mizaniyamwishokatikakila kipande huitwa vina.

 

 

3.5.     Inshayamasimulizi

  • Tukiolinalosimuliwa huweza kuwa la kweli au la kubuni.
  • Huwanavipengelevikuu vifuatavyo:
  1. Ujumbe–Ujumbenijambolinalozungumziwanandiyosababuyakuandikainshaya
  2. Maudhui–Maudhuinimambomuhimuyanayokusudiwakuwasilishwakatika
  3. Mandhari–Mandharinimazingirayainsha.Yanawezakuwamandhariyakiwakatiauya
  4. Ploti–Plotinimsukowamatukioaujinsimatukiokatikainsha
  5. Mhusika au wahusika – Ni mtu au kiumbe ambacho mwandishi wa insha anatumia kuwasilisha ujumbe wake. Insha ya masimulizi kwa kawaida huwa na mhusika mmoja mkuu. Hata hivyo, inawezakuwanawahusikawengineambaowanaingiliananamhusikahuyu,amakwakumsaidia au kumwekea vikwazo.
  6. Mgogoro–Mgogoronimvutanokatiyapandembilikatikakisachamasimulizi.Mvutanohuu au mgogoro ndiyo mwandishi hulenga kuutatua katika insha ya masimulizi.
    • Kwakurejeleakipengelechamuundo,inshayamasimulizihuwanamada,utangulizi,mwilina
  • Mada–Nikichwaauanwaniyainsha.Madahuteuliwakulingananakisakinachosimuliwa. Mada inastahili kudokeza ujumbe wa insha au mgogoro unaomkumba mhusika.
  • Utangulizi – Ndio unaodokeza ujumbe wa insha. Hapa ndipo tatizo kuu au mgogoro unaomkumbamhusikahujitokeza.Mandhariyahadithiinayosimuliwahuwezakujitokezahapa.
  • Mwili –Hapandipohadithihusimuliwakwakutumiambinumbalimbalizalugha.Juhudiza mhusikazakukabiliananamgogorounaomkumbahujitokezahapa.Ujumbepiahuendelezwa katika sehemu hii.

 

 

  • Hitimisho–Hitimishohujumuishamuhtasariwaujumbewainsha.Hikindichokilelecha masimulizi.Ndiomwishowahadithi.Mwishowamatukioyamasimulizihutolewahapa. Mwisho huu huweza:
    • Kuonyeshasuluhisholatatizolinalomkumba
    • Kumwachamsomajinataharukiauhamuyakutakakujuayaliyompataauyatakayompata

 

Mfanowainshayamasimulizi

Amina aliifungua pazia ya dirisha cha matwana hiyo. Aliangaza macho yake mbele kule-e-e-e. Aliiona mbugakubwanapanakamabahari.Aliiajabiambugahiyo.Fikirazilimtumakuwaziamaelfukwamaelfu ya wanyama walioishi humo. Aliwaza kuhusu ndovu. Aliwaza kuhusu kifaru. Aliwaza kuhusu duma na simba. Alipomwazia simba, mwili ulimsisimka kiasi. Malaika yalimsimama. Alimwogopa simba. Hata hakujuakwaninialimwogopamnyamahuyokiasihicho.PenginenikwasababuJumaalikuwa amemsimulia kisa cha simba mmoja ambayealikuwaametoroka kwenye mbuga hiyo na kuishia kwenye zizi la jirani yao. Hayawani huyo aliwafagia mbuzi wa jirani asimbakize hata mmoja!

 

“Maskini,jiranihuyo.Laitikungalikuwamchanasikuhiyo,penginemajiraniwangemsaidia!Kwabahati njema,ng’ombewalinusurika.Walikuwanabahatiyamtende.Waliponeachupuchupukwasababu walikuwazizinikulikodhibitiwasawasawailimnyamayeyoteasiwezekupenya,”Aminaalijisemea moyoni huku akiwtazama kongoni waliokuwa wakinywa maji kwenye kidimbwi maalum kilichokuwa kimezingirwa kwa ua wa miti.

 

Aliyarudishamawazoyakekwenyesafariambayo,kamaalivyoaminiyeye,hakuwaameilaliawala kuiamkia.Niziaraambayoilijikabidhimikononimwakeautusemeilitokananaimaniyakekwamba alikuwaamekiinamiakilichokuwamvungunimwake.Hataalipoiwaziasafarihii,hakujuasababuyaMzee Salim kuamua kumtuza kwa tendo dogo kama hilo.

 

“KuwajengeabatabandanijambolakumfanyababamtukumtunukiabintiyakeziarayaMbugaya Kilelecha kweli?” Amina alizidi kuajabia. “Mbuga ambayo inahusudiwa na ulimwengu mzima! Safari yenyewe inafanikishwa gari maalum la kitalii! Anayempeleka huko si mwingine ila baba yake!” Amina aliona vigumu kuamini.

 

Mwenyewe,BwanaKazi,alikuwaameziachashughulizakezakazikatikaShirikalaMjawaHeriambako ndiye Afisa Mkuu Mtendaji. Wengine kwenye safari hii ni watalii kutoka ughaibuni. Amina hakuacha kushangaa kwa tendo hili la baba yake. Hata hivyo, moyo wake ulimkumbusha kwamba mcheza kwao hutuzwa.

 

“Tazama!Tazamahuyo nyumbu!Tazamahuyopundamilia!Onajinsi wanavyovutia!”

SautiyamtaliimmojamwenyeasiliyaUingerezandiyoiliyomtoaAminakutokakwenyelindilamawazo alikokuwa amejitumbukiza. Alipoyainua macho aliona maandishi makubwa kwenye kiingilio cha mbuga hii ya wanyama: “Karibuni kwenye Mbuga ya Wanyama ya Kilelecha. Huku ndiko thamani ya uhai inakopatikana.”

 

 

AlimwonaMzeeSalimakijifunguamkandawausalama,akaaminikwambakwelindotoyakeyakuizuru mbuga hii ilikuwa imetimia.

 

 

3.6.     Vihusishivilinganishinakihusishi‘na’

a)      Vihusishivilinganishi

  • Vihusishivilinganishihutumiwakulinganishavituviwiliauzaidikwakuvifananishaau kuvitofautisha
  • Kwamfano:
    • juu ya
    • kama
    • kati ya
    • kuliko
    • kushinda
    • mithiliya
    • mpaka
  • Mifanokatikasentensi:
    • Anamaringosawana
    • Dumaanambio kulikowanyama
    • Musanimjanja kama
    • Ndamahuyunimtukutuzaidiyamwanambuzi
    • Pakanimkubwakuliko
    • Rahilinimtiifukama
    • Usiwemwogamithiliya
  • Kihusishikilinganishikinawezakuwanenomojaaukikaundwakwazaidiyanenomoja,kwa mfano: Ngozi ya mnyama huyu ni laini mithili ya bafta.

 

b)      Kihusishi‘na’

  • Kihusishihikihutumiwakuonyeshauhusianouliopokatiyanominonakitenziaukuonyesha mtendaji katika sentensi.
  • Kwamfano:
  • Alitegwanakamba
  • Kizimbahikichakukukimejengwanakaka
  • Mbuziwanalishwana
  • Ng’ombewaliovamiwanakupewalinyunyiziwa
  • TindinaFadhiliwalijawanaWalimuna

wazaziwalifurahishwanajuhudizawanafunzizakuwatunzawanyama

 

4.   UTUNZAJIWA MALIASILI

4.1.     Vitendawili

  • Vitendawilinisemizilizonamaanailiyofichwaambazohutolewakwahadhiraili

Vitendawilihuwanamuundowaswalina jibu.

  • Umuhimuwavitendawilinikuwahuwafanyawasikilizajiwafikiriekwakinailikugunduajibu sahihi. Kwa njia hii, vitendawili hutumiwa kufikirisha.
  • Vitendawiliaidhahuchocheaubunifu,huelimishana
  • Maanayavitendawiliinawezakutofautianakatikajamiinatamaduni
  • Baadhiyavipengelevyauwasilishajiwavitendawilinikamavile:
  1. Kwamfano:

Mtegaji:Kitendawili?

Hadhira:Tega!

Mtegaji:Blanketilangulinamadoadoa.

Mmojawahadhira: Chapati.

Mtegaji:Ndio,amepata!

 

  1. Iwapohadhiraitakosakuteguakitendawili,mtegajihuulizahadhiraimpemji,kishahutoajibu sahihi. Kwa mfano:

Mtegaji:Kitendawili?

Hadhira:Tega!

Mtegaji:Blanketilangulinamadoadoa.

Mmoja wa hadhira: Chui. Mtegaji:Lahasha!Nipenimji. Hadhira: Mandera

Mtegaji:NiliendaMandera,watotowaManderawakanitumaniwasalimu.Jibulakeni chapati.

 

  1. Kwakuwavitendawilinitungozafasihisimulizi,maranyingihuambatananahadithinatanzu nyingine za fasihi simulizi. Katika jamii za Kiafrika, vitendawili vilitanguliza vipindi vya

 

4.2.     Nahau

  • Nahaunimojawapoyasemiambazohuundwakwakuwekapamojamanenoyakawaidailikuleta maana isiyo ya kawaida.
  • Mifanoyanahau:
    • Melihiyoiling’oanangajana
    • Mfanyakazialiyekiukamaadiliamepigwakalamu.
    • ShughulizakuhifadhiMtoNairobizimeshikakasi.
    • Wazeewaliokulachumvindiowaliowapavijana
  • Kwamfano,vunjambavuninahauiliyoundwakwakuunganishamanenomawiliyakawaidaili kuleta maana isiyo ya kawaida, ambayo ni kuchekesha.
  • Kwahivyo,maanayanahauhaifuatimojakwamojamaanayakawaidayamaneno

 

 

  • Nahaunimuhimukwavilehufanyalughaivutiekwakutoaujumbekwanjiayakisiriauyakuficha; huimarisha ubunifu katika matumizi ya lugha na kuondoa uchovu wa lugha kavu katika mazungumzo au maandishi.
  • Vipengelevyakimsingivinavyobainishanahauni:
  1. Nahauhuundwakwamanenozaidiyamoja;kwamfano:katatamaa,pigamoyokonde,paka mafuta kwa mgongo wa chupa.
  2. Kwakawaida,nahauhuwafupi;kwamfano:pigagumzo,tiamakini.
  3. Maanayanahauhutofautiananamaanayamanenoyanayoiunda;kwamfano:katakambasi kutenganisha kamba, bali ni kufa.
  4. Nahautofautizinawezakuwanamaanasawa;kwamfano,kutoarushwa,kuzungukambuyu, kutoa mlungula na kutoa chai zote zinamaanisha kuhonga.

 

 

4.3.     Kusomakwaufasaha

  • Kusomakwaufasahaniuwezowakusomamaandishikwausahihi,haraka,nakuelewayaliyomo katika maandiko hayo.
  • Inahusishakutumiambinumbalimbalizakufahamumaneno,sentensinamaandishikwaujumla,ili kuwa na uwezo wa kuelewa, kutafsiri na kutumia taarifa inayopatikana kwenye maandiko kwa
  • Vifuatavyonivipengelemuhimukatikakusomakwaufasaha:
  • Matamshiborahusaidiamsikilizajikupataujumbesahihi.
  • Kusoma kwa kasi inayostahili. Kusoma kwa haraka sana kunaweza kumfanya msikilizaji kupitwanaujumbe.Kwaupandemwingine,kusomapolepolekunawezakumchoshamsikilizaji.
  • Nimuhimukuzingatiaalamazauakifishajiiliujumbeuwezekueleweka ipasavyo.
  • Kutumiaisharazamwiliauviziadavyalughaipasavyo,kamavileisharazausonamikono, ambazo huongeza ubora vikiandamana na matamshi.
  • Kutumiakiimbokifaacho,yaanikushushanakupandishasautiipasavyoilikuonyeshahisia zinazoambatana na ujumbe katika matini.

 

 

4.4.     Inshayakubuni:Masimulizi I

  • Lughayakitamathalinilughainayotumiatamathalinambinunyinginezalughailikutiautamu katika uandishi.
  • Baadhiyatamathalizinazotumikakatikauandishinikamavile:
    • istiari
    • kuchanganyandimi
    • majazi
    • maswaliyabalagha
    • methali
    • misemo
    • tashbihi

 

 

  • utohozi
  • Matendoyawahusikayanahusishatabia,vitendo,namienendoyawahusikakatikainshaya masimulizi. Matendo ya wahusika hujenga utambulisho na sifa zao.
  • Mandhari ni mazingira yaliyochorewa katika kazi ya kiubunifu. Uchoraji wa mandhari humpa msomajitaswirayakuwezakufahamuvizurimazingirayaliyojengewakatikakaziyakiubunifu.
  • Kuzingatia lugha ya kitamathali, matendo ya wahusika na mandhari katika uandishi wa insha ya masimulizihumwezeshamsomajikuelewavyemakisakinachosimuliwakwakumchoreapichahalisi ya mandhari na matukio.

 

 

4.5.     -ki-yamashartina-ka-yakufuatanakwavitendo

a)      -ki-yamasharti

  • -ki-yamashartihutumikakatikasentensiwakatimtuanapotakakuonyeshakuwavitenzikatika sentensi vinategemeana.
  • Huonyeshakuwakutokeakwakitendokimojakunategemeakitendo
  • Mifano:
    • Watuwakitumiateknolojiawatawezakuchimba
    • Tukipandamitimingi,viwangovyamvua
    • Mkulimahuyuakitumiamboleaifaayo,atapatamazao
    • Hewaikiwasafi,maradhimengi
    • Tukitunzamito,tutakuwanamajisafiya

 

b)      -ka-yakufuatanakwavitendo

  • Kiambishi-ka-chakufuatanakwavitendohutumiwakuonyeshakutokeakwavitendokatika sentensi kimoja baada ya kingine kwa kufuatana.
  • Kwamfano:
    • Nilipofikashuleniniliingiadarasani,nikawekamkobakwenyedawati,nikatoakitabu cha hadithi na kukisoma.
    • Alikuja,akashikamlango,akaufungua,akaingianakuchukua

 

5.   MITAZAMOHASIYAKIJINSIA

5.1.     Ufahamuwakusikiliza

  • Ufahamuwakusikilizahukuzwa kwa kusikiliza vifungu, habari, au makala yanayosomwa au kusimuliwa kwa makini ili kuelewa ujumbe.
  • Vipengelevinavyozingatiwakatikaufahamuwakusikilizani:
  • Kujiandaakimawazokusikiliza
  • Kutulianakumakinika
  • Kuhakikishahakunakelele
  • Kumutazamaanayesomaaukusimuliakifungu
  • Kujengapichayakimawazoyayaleunayosikiliza
  • Kutafakariujumbekatika
    • Uwezowamsikilizajikukuzaufahamuwakusikilizaunategemeavigezovifuatavyo:
  1. Uwezowakuelewasarufiyalughainayotumiwakatikamasimulizi
  2. Ufahamuwamsamiatiwalugha husika
  3. Uwezowakukumbukayaliyosemwa
  4. Kuwezakutajahojamuhimukutokananayaliyosikilizwa
  5. Kutoaufupishowayaliyosikilizwakwa

 

 

5.2.     Kusomakwaufahamu

  1. Kamakunapichainayoandamanakifungu,ikaguekwanzailikupata muktadha wa matini hiyo.
  2. Bainishalengolakusoma,kwamfanokusomailikufahamumsamiati,ilikuelezahabariauili kudondoa habari mahususi.
  3. Tiliamaananiainayamsamiati
  4. Jaribukukisiamaanayavifungunamanenomagenikwakuzingatiamuktadhawasentensi
  5. Zingatiaalamazauakifishajiunaposomailikuelewaujumbeunaokusudiwa
  6. Pitiakusomatenahukuukitafakarimatukionamaelezokwenye

 

 

5.3.     Insha:ShajaraI

  • Shajaranirekodiyamatukioaumambomuhimuyanayotokeakilasikuilikuyawekea
  • Mamboyanayokusudiwakufanywakatikasikuzijazopiahuwezakuandikwanakuhifadhiwakatika shajara ili yasisahaulike.
  • Kunaainambilizashajara:
  1. Shajarayakibinafsi-Mamboyakibinafsikuhusumatukiomuhimuyasikufulanihuhifadhiwa katika aina hii ya shajara.
  2. Shajarayakiofisi-Mipangonamatukiomuhimuyanayotokeakatikashirikafulanihuandikwa kwenye shajara ya aina hii ili kuweka kumbukumbu. Kwa kawaida, mashirika yote hutarajiwa

 

 

kuwanashajara.

  • Vipengelevyashajarani:
  1. Muundo -Shajarahuwa nakichwa, tarehenatukio. Tarehehuonyeshasiku ambayo mambo yanayonakiliwayalipotendeka.Tukiolililotendekasikuhiyoaulinalopangiwakufanyikasiku hiyo huandikwa chini ya tarehe ya siku hiyo.
  2. Mtindo-Kimtindo, shajara:
    • Huandikwakwaufupi
    • Hutumiawakatiuliopitakunukuumatukioyaliyotokeasikuhiyo
    • Wakatiujaohutumikakunakilimamboyanayopangwakufanywakatikamudaujao,hasa katika shajara rasmi.

 

Mfanowashajara

Shajarayakibinafsi:ShajarayaSitiMwendwa Jumatatu 14/10/2025

NilimtembeleashangazikatikakijijichaKatena.

Tulizungumziampangowanguwakusomeauandishibaadayakumalizamasomoyanguyashuleni.

 

Jumanne15/10/2025

Nilijiunganawenzangushuleni.Tulijadilikuhusuumuhimuwakupuuzamitazamohasiyakijinsia. Nilivutiwa sana na maoni ya wenzangu.

 

Jumatano16/10/2025

Ilikuwasikuyanguyakuzaliwa.Wenzanguwaliniandaliakaramushuleni.Nilifurahi sana.

 

Alhamisi17/10/2025

Tulitembelewanamshaurinasahashuleni.Alitushaurikuwanamsimamothabitinakutoruhusu mitazamo ya jamii kuhusu jinsia kuwa kikwazo katika kufuata ndoto zetu maishani.

 

 

5.4.     Haliyamasharti-nge-na-ngali-

a)      Haliya-nge-

  • Haliyamashartiinapotumikakatikasentensihuwasilishamaanakuwavitendovinavyotokea katika sentensi vinategemeana.
  • Mifanokatikasentensi
    • Wanafunziwangesafishamadarasayao,yangeonekana
    • Okalangetiabidiikazini,angepandishwa
    • Kasimangefundishwajinsiyakupika,angepikachakula
    • Wachuuziwakipewamafunzo,wangeweka
    • Mitazamohasiyakijinsiaingekabiliwamapema,watuwengiwangepata
  • Kwamfano,katikasentensi:Ningesomaningeelewa,inamaanishakuwakuelewakunategemea
  • Haliyamashartiya-nge-inapotumikakatikasentensihumaanishakuwavitendovyotevilivyo

 

 

na-nge-yamasharti havikutokea.

  • Katikasentensi: Ningesomaningeelewa,inamaanakuwasikusomawala

 

 

 

 

 

 

 

b)      Haliya-ngali-

  • Kama ilivyosemekana hapo awali kuhusu hali ya -nge-, hali ya masharti ya -ngali- vilevile inapotumikakatikasentensihumaanishakuwavitendovyotevilivyonahaliyamashartiya– ngali- vinategemeana na vitendo vyote havikutokea.
  • Mifano:
  • Ningalikuwanyumbani,ningalifanyakazi
  • Wazeewangalijua,wangaliwapelekawatotowote
  • Watotowangalimwonamamayao,wangali
  • Tungalikuwanafuraha,tungaliishimaisha
  • Amadiangalijuamvuaitanyesha,angalipanda
    • Katikasentensi:Kungalikuwanamtetemekowaardhi,nyumbahiiingalibokomoka,inamaana kuwa hakukuwa na mtetemeko wa ardhi, kwa hivyo nyumba haikubomoka.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6.   USALAMABARABARANI

6.1.     Kusikilizakwakusafiri

  • Kusikilizakwakufasirinikusikilizakunakomwezeshamsikilizajikuwezakutafakarinakueleza ujumbe kwa maneno yake mwenyewe.
  • Wakatimwinginemsikilizajihusikilizanakufasiriujumbe,kishaakauelezakwalughatofautinaile
  • Ilikuwezakufasirinakuelezamsimamonamwelekeowaujumbewamatiniyakusikiliza,unafaa:
  1. Kusikilizakwamakiniilikupataujumbemaalumu
  2. Kutiliamaananijinsilughailivyotumikakuonyeshamsimamo,kamavilekukosoaau kufurahia
  3. Kuhakikimsamiatiuliotumika
  4. Kuchunguzaiwapokunajambolinalopingwaaukuungwamkono
  5. Kuwanaufahamumzuriwamsamiatikatikamatini inayofasiriwa
  6. Kuelewaisharanaviziadavyalughavinavyoashiriamisimamofulani
  7. Kujielezapasipokupotoshaujumbeunapofasirimsimamona

 

 

6.2.     Kusomakwakina:UshairiII

  • Maudhuinimamboaumasualayanayoelezwanamwandishiaumsimuliziwakaziya
  • Mambohayohuhusumasualatofautikatikajamii
  • Dhamiranilengoauwazokuulamtunzi wakazi ya
  • Huonyeshasababuyamwandishiaumzungumzajikutakakuifahamishahadhirayakemambo

 

 

6.3.     Inshayamethali

  • Inshayamethaliniinshainayoandikwailikupambanuamaanayamethalifulaninakudhihirisha matumizi yake katika maisha ya kila siku.
  • Vipengelevyakuzingatiakatikakuandikainshayamethalinipamojana:
  1. Kutafitimaanayajuunayandaniyamethaliunayoiandikiainsha
  2. Kubunikisakinachooananamaananamatumiziyamethali husika
  3. Kuzingatiamatumizisahihiyalughakiubunifu
  4. Kuzingatiamtiririkoufaaowamatukiokwenyekisa
  5. Kupambanuawahusikaipasavyo
  6. Kuzingatia muundo ufaao, yaani utangulizi unaofafanua maana ya methali, mwili unaosimuliakisanahitimisholinalobainishaujumbeaufunzolinalowasilishwanakisa kuhusiana na methali.

 

Mfano

Kinganiborakulikotiba

Methalihiiinamaanakuwaniherikuzuiajambokulikokuanzakutafutanamnayakulisuluhisha.Kwa kawaida, methali hii hutumiwa kutahadharisha watu kujiepusha na mambo yanayoweza kuwadhuru.

21|Pa ge

 

MkhwasialipoamkasikuilealikuwananiayakusafirihadimjiwaBondeni.Alikuwaameipangasafari hii kwa siku nyingi. Siku yenyewe ilikuwa muhimu sana kwake kwa sababu alikuwa anaenda kuanza kazimpyamjini.Baadayakukamilishashughulizakezamaandalizi,alichukuamkobawakena kuelekea katika stendi ya mabasi ya kwenda mjini.

 

Alifikakatikakituochabasimapemailikuwahibasilakwanza.Ulikuwamwendowasaakuminambili asubuhi basi lililojulikana kama “Kamata” lilipowasili. Kama kawaida, abiria walikuwa wengi kwani magari katika kijiji hicho cha Mwinamo hayakuwa mengi. Ilibidi waliokuwa na safari wajaribu kuwa mapema.

 

Mkhwasi alipata nafasi yake ndani ya basi. Aliketi kwenye kiti kilichokuwa karibu nadereva. Muda si muda,utingoaliwatangaziaabiriawajifungemikandayausalamakablayasafarikuanza,lakini Mkhwasialipuuza.Safariyamjiniiling’oananga.Basililiendeshwataratibuhadipalewalipoacha barabara ya changarawe na kushika ya lami.

 

Basililiongezakasiikawadhahirishahirikuwahalikuwanakidhibitimwendo.Derevaalizidikuongeza mwendo.Abiriawotewalinyamaza.Kutokaalipoketi,Mkhwasialiwezakuonakuwakasiyabasi ilikuwa kilomita mia moja ishirini kwa saa, lakini hakuthubutu kusema lolote. Woga ulimvaa pamojana abiria wenzake. Hata aliposhikwa na hofu, hakukumbuka kufunga mkanda wake wa usalama.

 

Basi lilifika katika eneo lililokuwa na kibao kilichoonyesha kuwa wanyama hupita pale, lakini dereva hakutiamakini.Ghaflabinvualitokeang’ombealiyekuwaakivukabarabara.Derevaalijaribu kumkwepa,lakinigarililipotezamwelekeonakubingiriamarakadhaa.Baadhiyaabiriawalipata majerahamadogonakukimbizwahospitalinikwamatibabu.Mkhwasi,ambayeilibainikakuwahakuwa amejifunga mkanda wa usalama, aliumia sana. Alilazwa hospitalini kwa muda.

 

Pale hospitalini, Mkhwasi alianza kuwaelezea watu namna gari likiendeshwa kwa mwendo wa kasi. Alijutia kutomwambia dereva apunguze mwendo. Alijutia pia kutofunga mkanda wa usalama kwani daktarialimwelezakuwaangekuwaameufungamkandawausalamaasingepatamajerahamakali. Kutokasikuhiyo,Mkhwasialiamuakuwaatakuwaakifungamkandawausalamanakutonyamaza wakati sheria za barabarani zinapokiukwa. Ama kweli, kinga ni bora kuliko tiba.

 

 

6.4.     Vielezivyanamnanavyawakati

a)      Vielezivya namna

  • Hivinivielezivinavyoonyeshajinsikitendokinavyofanyikaau
  • Kwamfano:
    • haraka
    • juujuu
    • kabisa
    • ovyovyo
    • polepole

 

 

  • sana
  • taratibu
  • vizuri
  • Mifanokatikasentensi:
  • Barabarahiyoimejengwavyema.
  • Maderevawanahitajikakumakinikasana
  • Wanafunziwalivukabarabara kwautaratibu.
  • Taazabarabaraniziligeukakijanighafla.
  • Watuwotewalisimamawimakandoya

 

b)      Vielezivyawakati

  • Vielezivyawakatihuelezamudaauwakatikitendokilipofanyikaau
  • Vielezivyawakativinawezakuwamajinayanyakatitofauti,sikuzawiki,miezi,miaka,karneau saa mahususi.
  • Mifanoyavielezivyawakatinikamavile:
    • alfajiri
    • Ijumaa
    • Januari
    • Jumamosi
    • mapema
    • mwakajana
    • mwongo
    • saamoja
  • Mifanokatikasentensi:
  • Alialichukuajumamojakukamilishazoezi
  • Magariyoteyanastahilikukaguliwamapema.
  • Mamaalipikachakulakitamuleo.
  • MuhulawapiliutaanzamweziwaMei.
  • Shereheyamaderevaitaandaliwakesho.
  • Wageniwalifika mapemakwasababuhakukuwanamsongamanowamagariasubuhi.
  • Wageniwaliwasilijioni.

 

–           Vielezivyawakativinawezakutumikamahalipopotekatikasentensi.

 

7.   HUDUMAKATIKAASASIZA KIJAMII

7.1.     Kusikilizanakutathmini

  • Kusikilizakwakutathmininikusikilizakwamakinijambololote,kamavilemazungumzo,hotubaau mahojiano, kwa lengo maalum la kufanya uchanganuzi ili kubaini ubora wake, maudhui yake, ufanisi wake au vipimo vingine vinavyofaa.
  • Ainahiiyakusikilizamaranyingihutumiwakatikamuktadhatofauti,kamavile:
  1. Unaposikilizahotubanakutathminilugha,ushawishi,utaratibuwakuelezahoja,naustadi wa mawasiliano kwa ujumla.
  2. Katikamikutanonamajadiliano,unasikilizakwakuthaminiumuhimuwamaudhuinahojaza
  3. Katikamahojiano,wanaohojihusikilizakwakutathminiilikubainiiwapowahojiwawanafaa kwa jukumu lengwa kutokana na jinsi wanavyojieleza.
  4. Katikaelimu,walimuhusikilizauwasilishajiwawanafunziilikutathminiufahamuwaona kutoa maoni yanayosaidia ujifunzaji.
    • Kusikilizakwakutathminikunahitajimakini,uwezowakufikirikwauangalifunakutoamaoniya busara kulingana na habari iliyosikilizwa.
    • Vipengelemuhimuvyakuzingatiaunaposikilizakwakutathmininipamojana:
  • Kusikilizakwamakiniilikubaininakufasiriwazokuunakuchanganualughainayotumiwa na msemaji.
  • Kufuatiliamawazoya
  • Kuchanganuamantikiyayale
  • Kuchanganuahojazinazotolewana
  • Kuzingatiaviziadalughakamavileisharazausonakupandanakushukakwa

 

 

7.2.     Ufupisho

  • Ufupishopiahuitwa
  • Ufupishoniutaratibuwakuchukuamaandishimarefuauhabarindefunakuzipunguzaaukuzifanya kuwa fupi bila kupoteza ujumbe muhimu.
  • Baadhiyavipengelevyakuzingatiakatikakufupishanikamavile:
    • Kutambuahojakuunamaneno
    • Kuondoamaelezoyasiyoya
    • Kuondoa
    • Kuhakikishakuwaujumbemuhimu
    • Kuteuamsamiatimwafakautakaowakilishamaelezomarefukwenye
    • Kuandikaupyaukitumiamanenouliyoteuakusimamiamaelezo
    • Kuzingatiamtiririkowahabariaumaelezo
    • Kupitiakifungutenailikuhakikishakuwasentensizinafululizaipasavyonaujumbe

Kumbuka:

 

 

  • Nimuhimukuwamakiniwakatiwakufupishailikuhakikishakuwaujumbehaupotezimaana
  • Unawezakutumiaviunganishikuunganishamawazoiliyawena mtiririko.

 

 

7.3.     Insha:MaelezoI

  • Inshayamaelezoniainayainshaambayolengolakenikutoamaelezoauufafanuziwajambofulani kwa njia ya wazi na rahisi ili msomaji au msikilizaji aweze kuelewa vizuri.
  • Katikainshahii,mwandishianatumiamifano,maelezonamaoniilikuoneshadhanaauwazo
  • InshazamaelezomaranyingihutumikakatikamasomoyaKiswahiliaukatikamitihaniilikupima uwezo wa mwanafunzi kuelezea jambo kwa ufasaha.
  • Vipengelevyainshayamaelezo:
  1. Utangulizi:Hapa,mwandishianaelezeakwakifupijamboatakalolielezeakatikainshahiyo. Utangulizi huu hutumika kuandaa msomaji kuelewa maudhui ya insha.
  2. Mwiliwainsha:Mwandishi anatumia mifano, picha au maelezo ya kina ili kusaidia msomaji kuelewa vizuri kile anachokielezea.
  3. Hitimisho:Katikasehemuhii,mwandishianatoamuhtasariwakilekilichozungumziwakatika mwili wa insha na mara nyingi hutoa wazo la kumalizia au muktadha wa mwisho.

 

Mfanowainshayamaelezo:Maishayashule

Utangulizi:Maishayashulenisehemumuhimuyamaishayakilamtu.Hapa,mtuhupataelimuambayo ni nguzo muhimu katika maisha yake ya baadaye. Katika insha hii, nitatuelezea maisha ya shule kwa ujumla.

Mwili wa insha: Katika shule, mwanafunzi hupitia vipindi mbalimbali vya masomo kama Kiswahili, Hisabati,Sayansinamasomomengine.Kilasomolinakuwanaumuhimuwakekwamaendeleoya mwanafunzi.Pia,maishayashulehayahusishimasomopekee,balipiashughulizakijamiikamamichezo, sanaa, na mikutano ya kijamii. Wanafunzi pia hujifunza nidhamu na kushirikiana na wenzetu.

Kwaupandemwingine,maishayashuleyanachangamotombalimbali,ikiwanipamojanakufanyakazi nyingizanyumbani,mitihani,nashinikizolakufaulu.Lakinikwaujumla,shulenisehemu inayomfundisha mwanafunzi mbinu za kuishi na kujitolea kwa jamii.

Hitimisho: Kwa kumalizia, maisha ya shule ni sehemu muhimu ya kukua na kujifunza. Ingawa kuna changamoto,badonisehemuyakujengamsingiwamaishayabaadaye.Hivyo,kilamwanafunzianapaswa kuchukulia maisha ya shule kwa umakini na juhudi kubwa.

 

 

7.4.     Vielezivyamahali

  • Vielezinimanenoyanayoelezazaidikuhusuvitenzi,vivumishiauvielezi
  • Manenoyanayotoamaelezozaidikuhusukitenzikwakuelezamahaliambapokitendokinatokea huitwa vielezi vya mahali.
  • Vielezivyamahalivinawezakuwa:

 

 

  1. Nominozakawaidazilizoongezwakiambishimwishoni,kwamfano:
    • barabarani
    • bwenini
    • hospitalini
    • jandoni
    • mjini
    • ofisini
    • shuleni
  2. Nominozapekeezinazotajamahali,kwamfano:
    • Ushelisheli
    • Nakuru
    • MlimaKenya
    • ZiwaVictoria
    • MwembeTayari
    • KisiwachaNgazija
  3. Viashiriavyamahali,kamavile:
    • mle
    • kule
    • pale
      • Mifanokatikasentensi:
    • FamiliayaoinaishiviunganimwamjiwaNanyuki.
    • NitaendaAmerikabaadayakufuzumasomo
    • Panyaamejifichapale.
    • Serikaliyetuimewaondoavijanawanaorandarandamitaaninakuwapeleka shuleni.
    • Wavulanawalipelekwajandonikupewaushauri
      • Vielezihuwezakutumikaaukujitokezamahalipopotekatikasentensi,iwenimwanzoni,katiau mwishoni mwa sentensi.

 

 

7.5.     Vielezivyaidadi

  • Nimanenoyanayotoamaelezozaidikuhusuvitenzikwakurejeleaidadiyavitendohuitwavielezi vya idadi.
  • Kwamfano:
    • marachache
    • marakadhaa
    • marakakumi
    • nadra
    • tenamaranyingi
    • wapili
  • Mifanokatikasentensi:
  • Chanjoyaugonjwahuohutolewamaramoja
  • Gavanawetualiahidimarakadhaakuwaatajengataasisizakuhudumia

 

 

  • Mgonjwaalikunywadawamarambili.
  • Ninadrakumpatadaktariwamifupakatikazahanati
  • Onanaalidakampiramaranyingi.
    • Vielezivyaidadivinawezakurejelea:
    • Idadikamiliinayodhihirika,kwamfano:
      • maramoja
      • marakumi
      • mara
    • Idadiyajumlaisiyodhihirika,kwamfano:
      • marakadhaa
      • marachache
      • kwanadra

 

8.   MISUKOSUKOYAKIJAMII

8.1.     Uzungumzajiwakushawishi

  • Uzungumzajiwakushawishiniuzungumzajiunaotolewakwalengolakuathirimsimamo,tabia, imani na maadili ya msikilizaji.
  • Ilikushawishiwengine,mzungumzajianafaakuzingatiavipengelevifuatavyo:
    • Kuelewavyemamahitajiyawasikilizajiilikuwaraikwanjia
    • Kuelewavyemasualaanalolizungumzianaumuhimu wake
    • Kujielezakwanjiawazi
    • Kuteualughakulingana nahadhira
    • Kutumialughainayowezakuathirihisiazamsikilizajiiliawezekufuatamsimamowako
    • Kuwahusishawasikilizajinakuwapanafasiyakutoamaoniyaokatikamazungumzohayo
  • Uzungumzajiwakushawishiunawezakutolewakatikamuktadhakamaifuatavyo:
  • Katikakuwapatanishawatuwaliokosanaili
  • Katikamikutanoyakisiasaambapowanasiasahuwashawishiwapigakurakuwachagua
  • Katikavikaovyakuwashawishiwalionauraibufulaniilikugeuzamienendoyao
  • Kupatanishajamiiambazozinamigogoro,kamavilewiziwamifugo
  • Kupatanishawatuwanaozozanakwasababuyakutopatana
  • Wanafunziwanapotakakuwashawishiwenzao,kamavilekujiunganachamafulani

 

 

8.2.     Kusomakwakina:UshairiIII

  • Mandharikatikafasihinimahaliambapokaziyafasihi
  • Mandhariyanawezakuwamahalipopotekamavilebarabarani,mjini,nyumbani,shuleni,kanisani, msikitini, ziwani, angani, nchini au barani.
  • Mandhariyanawezapiakuwakiwakatikamavilewakatiwakihistoria,wasasa,wavita,wa mapambazuko au machweo.
  • Vivyohivyo,mandharikatikashairinimazingiraambaposhairilinazungumziayakimahaliau
  • Mandhariyanaumuhimumkubwakwanindiyohumsaidiamshairikujengataswirakimazingirana kihisia ya kuwasilisha ujumbe.
  • Ndiyohumwezeshamtunziwashairikufikiamahaliyakiwakatiaukimazingiraambaposhairilake

 

  • Muundondiohusaidiakuainisha mashairi katika bahari au makundi mbalimbali.

 

  • Vipengelevyakimuundovyamashairinikamavifuatavyo:
  1. Mishororo–Mstarikatikashairihuitwa
  2. Beti–Mashairihupangwakatikavifunguvyamishororo.Kifunguchamishororoiliyowekwa pamoja katika shairi huitwa ubeti, wingi ni beti. Ubeti ni sawa na aya katika maandishi ya

 

 

  1. Vipandevya mishororo –Mashairiyanawezakuwanakipandekimojaauzaidi.Kipandecha kwanza cha mshororo huitwa ukwapi. Cha pili ni utao na cha tatu, mwandamizi.
  2. Vina –Silabiausautiza mwishokatikavipande vyamishororohuitwavina.Aghalabu, mashairi huwanavinavyakatinavyamwishokutegemeaidadiyavipandekatikamishororo.Maranyingi vina hulingana katika ubeti kwa shairi zima au katika baadhi ya mashairi.
  3. Mizani–Silabikatikashairihuitwamizani.Aghalabu,idadiyamizanikatikavipandevyashairi hulingana, kwa mfano, ukwapi ukiwa na mizani 8 na utao 8, mishororo yote katika shairi kama hilo itakuwa na mizani 8, 8.
  4. Kibwagizo–Maranyingimashairihuwanamshororowamwishoambaounarudiwarudiwa katika kila ubeti. Mshororo huu huitwa kibwagizo.
    • Vipengelehivivyakimuundondivyohuzingatiwakatikakuainishamashairi,kwamfano:
  5. Shairilamishororomiwilikatikakilaubetihuitwatathnia,lenyemishororomitatu huitwa

tathlithanalenyeminnehuitwatarbia.

  1. Shairiambalovinavyakatinavyamwishovyotehufananahuitwamtiririko,naambalovina vya kipande kimoja hufanana lakini kingine hubadilika-badilika huitwa ukara.
  2. Shairilenyekipandekimojahuitwautenzi,lenyevipandeviwilihuitwamathnawinavitatu,

ukawafi.

 

 

8.3.     Matumiziyamabano()

  1. Kuonyeshamaelezoyaziadaaumanenoambayosiyalazimakatikasentensi,kwamfano:Naibuwa mwalimu mkuu (ambaye ameketi mbele) ni jirani yetu.
  2. Kufungiamaelekezoyajukwaani,hasakatikamazungumzoaumchezowakuigiza,kwamfano: Mwalimu Juma: (akitabasamu) Hamjambo wanafunzi?

Wanafunzi:(kwapamoja)Hatujambomwalimu!

  1. Kufungianambariunapoorodhesha,kwamfano: (i)

(ii)

(iii)

  1. Kutoanenojinginelenyemaanasawa,kwamfano:Msichana(banati)ndiyealiyetia
  2. Kufungia mifano katika orodha au ufafanuzi, kwa mfano: Msukosuko wa kijamii (ghasia, vurugu, kutokuelewanaaumigogoroyakikabila)maranyingihusababishwanatofautizakitamaduni,kisiasa au kiuchumi katika jamii.

 

 

8.4.     Matumiziyakistarikifupi(-)

  1. Kutenganishatarehe,mwezi,namwaka.Mfano:23-09-
  2. Kutoamaelezozaidi,kwamfano:Mgeniwetu-aliyetarajiwakutoaushauri-alitumaudhuruwa kutokuja kupitia kwa mwakilishi wake.
  3. Kutenganishamanenomawiliyaliyounganishwailikuundanominoambata,kwamfano,kitenzi-
  4. Mfano:Watuwengi wameathiriwa na msukosuko wa kija- mii unaosababishwa na migogoro ya kijamii.

 

 

  1. Kuonyeshakipindifulanichawakatiaukuanziamahalifulanihadipengine,kwamfano:Safariya Naivasha-Moshiilichukuamudamrefu.Shulezilifungwakwasababuyajangalakoronamwaka wa 2020-2021.
  2. Kutengasilabikatikaneno,kwamfanonenomsukosukolinasilabitano:m-su-ko-su-

 

 

8.5.     NgeliyaU-ZI

  • NgeliyaU-ZInikundilanominoambazohuanzakwaherufiuauwkatikaumoja,lakinikatika wingi huchukua mianzo tofauti.
  • Kwamfano:
    • Wembe-nyembe:huanzakwawkatikaumojananykatika
    • Uzi-nyuzi:huanzakwaukatikaumojananykatika
    • Ukuta-kuta:huanzakwauKatikawingiuhudondoshwa.
    • Ubao-mbao:huanzakwaukatikaumojanambkatika
    • Ulimi-ndimi:huanzakwaukatikaumojanandkatika
  • NominozangeliyaU-ZIzinapotumikakatikasentensi,huwakilishwanakiambishiukatikaumoja na zi katika wingi
  • Mifanokatikasentensi:
Umoja Wingi
Uawakoumejengwa vizuri. Nyuazenuzimejengwavizuri.
Udiunaochomwaunatoaharufunzuri. Nyudizinazochomwazinatoaharufunzuri.
Ukoowetuunatambulikanawengi. Koozetuzinatambulikanawengi.
Ukutahuuunaufaunaoweza kuubomoa. Kutahizizinanyufazinazowezakuzibomoa.
Ulimiunawezakujenganakubomoa. Ndimizinawezakujenganakubomoa.
Uziuliotumiwakufungiaufagioulitokana. Nyuzizilizotumiwakufungiafagiozilitokana.
Wayahuuuna kutu. Nyayahizizina kutu.
Wembeuliomkataulikuwampya. Nyembezilizowakatazilikuwampya.

 

 

8.6.     NgeliyaYA-YA

  • NgeliyaYA-YAhujumuishanominoambazo:
  • Hazihesabikikamakitukimoja,kwamfano:
    • madaraka
    • madhara
    • maisha
    • malipo
    • mandhari
    • manukato
    • maumivu
    • mazingira
  • Nimajinayavituvioevu,kamavile:

                           ❖    mafuta                                                                                                                                      

 

 

  • maji
  • manukato
  • marashi
  • mate
  • maziwa
  • Hubakivilevilekatikaumojanawingi,kwamfano:
    • maji–maji
    • mate–mate
    • maudhui–maudhui
  • NominokatikangeliyaYA-YAzinapotumikakatikasentensihuwakilishwanakiambishiyakatika umoja na ya katika wingi kwa sababu hazibadiliki katika umoja na wingi.
  • Mfano:
Umoja Wingi
Majiyamemwagika. Majiyamemwagika.
Manukatoyaliyonunuliwayananukia. Manukatoyaliyonunuliwayananukia.

 

9.   MATUMIZIYAVIFAAVYAKIDIJITALIKATIKA BIASHARA

9.1.     Sauti/j/na/nj/

  • Sautijhutamkiwamahalipamojanasautinjkinywani,lakinihewahupitishiwamdomoniwalasi
  • Kwamfano:
    • bajaji
    • chajio
    • daraja
    • jaa
    • jaji
    • jamvi
    • jana
    • jiji
    • jozi
    • jungu
    • kidijitali
    • kuja
    • majani
    • mtaji
    • shajara
    • ujasiri
  • Sauti/nj/hutamkwasehemuyakatiyaulimiikiwaimeguzasehemuyajuuyakatikatiyakinywana hewa kufungiwa ili ipitie puani kabla ya kuachiliwa.
  • Kwamfano:
    • kionjamchuzi
    • kunja
    • mjanja
    • njia
    • njiwa
    • njozi
    • njumu
    • njuti
    • uwanja
    • vunja

 

 

9.2.     Insha:Masimulizi

  • Inshayamasimulizikwakawaidahuwa na utangulizi, mwili na hitimisho.
  • Kilaayahuelezawazomojanakulikuza

 

 

kikamilifu.Mawazo hayahujengwakwakuzingatiamadayamasimulizi.

  • Mbalinamuundo,vipengelevinginevinavyozingatiwakatikaukuzajiwawazobainayaayaza insha ya masimulizi ni mada, muktadha, wahusika, hoja, na mtiririko bora wa matukio.
  • Hojakatikainshayamasimulizihukuzwakulingananamada.
  • Muktadha ni mazingira au hali inayoathiri maana ya tukio fulani. Muktadha katika insha ya masimulizihusaidiakutoamaanakamiliyainshahiyokwakuwekamipaka.Teknolojiakamamada, kwa mfano, inaweza kujadiliwa katika muktadha wa biashara, mawasiliano au maendeleo ya
  • Kilahojahuandikwa katika aya yake na kuelezwa ipasavyo.
  • Mtiririkonimfuatanowa mawazo katika insha.

 

 

9.3.     NgeliyaLI

  • Nominokatikangeliya Llhazibadilikikatikaumojana
  • Nominohizipiahazihesabikikamavitukimoja
  • Nominohizihupatanishwakisarufinakiambishi-li-zinapotumikakatikasentensi
  • Kwamfano:
    • giza
    • jasho
    • joto
    • shamba
    • vunda
  • Mifanokatikasentensi:
  • Gizalimesababishawafanyabiasharawafungebiashara
  • Jasholimetiririkalikaloweshashati
  • Jotolimezidikatikamsimuhuuwa
  • Jualimefunikwanamawingunakusababishabaridi
  • Vumbalasamakiwalioozalilieneaeneo

 

 

9.4.     NgeliyaKU

  • NgeliyaKUhujumuishanominozinazoundwakutokananavitenzi,yaani,nominozavitenzi-
  • Vitenzihupachikwakiambishiku-mwanzoninakuwanominokatikangeliyaKU.
  • Kwamfano:
    • kucheza
    • kufanya
    • kuimba
    • kula
    • kulima

                 ❖    kunywa                                                                                                                                            

 

 

  • kupiga
  • kupika
  • kusoma
  • kutumia
  • Mifanokatikasentensi:
  • Kufanyabiasharakumewanufaisha
  • Kupigasimuhukuukiendeshagarikumepigwa
  • Kusomakwabidiikutafanikishamstakabali
  • Kutembeagizanikutakuletea
  • Kutumiamtandao kutangazabiasharayakekumemleteafaida

 

 

9.5.     NgeliyaPA-KU-MU

  • NgeliyaPA-KU-MUningeliyamahali.Nominozangelihiihurejelea
  • Kwamfano:PA-hurejeleamahalikaribu;KU-hurejeleamahalimbali;naMU-hurejeleamahali
  • Nominozakawaidazinapoongezwakiambishi-nimwishoni,piahuingiakatikangeliya

Kwamfano: Shule→ shuleni.

  • Mifanokatikasentensi:
  • Shulenimwetumnawanafunzi
  • Mahaliambapomlindalangohukaapamewekwa
  • Shambanikulikofyekwa
    • NominozangeliyaPA-KU-MUhupatanishwakisarufinaviambishipa-,ku-namu-aum-

zinapotumikakatikasentensi,kamailivyoonyeshwakatikamifanoyasentensiulizosoma.

 

10.   KUKABILIANANAMSONGOWA MAWAZO

10.1.     Malumbanoyautani

  • Malumbanoyautaninimajibizanokatiyawatuwawiliaumakundimawiliyawatukwakutumia mzaha, kejeli na chuku kwa lengo la kuchekesha au kusisimua.
  • Katikamalumbanoyautani,maranyingilughayaucheshihutumikakwalengolakuletafurahana
  • Malumbanohayayanawezakutokeakatiya:
  • Mababuaumabibinawajukuu
  • Watuwaukoommojaau katiyawatuwakoombili
  • Watuwarika
    • Katikakuwasilishamalumbanoyautani,vipengelevifuatavyohuzingatiwa:
  1. Malumbanoyautanihutokeakatiyawatuwawiliaumakundimawiliya
  2. Utaniunamisinginamipaka
  3. Watuhawahufanyianamizahaambayo inadhihirisha uhusiano mwema kati yao.
  4. Mbinuyachukuhutumiwakwakiasikikubwailikusisitizaaukukejelisifa
  5. Malumbanoyautaniyanawezakuwaya
  6. Huchukuamtindowaushindani,kilammojaakijaribukumpiku
  7. Wakatimwinginewatuhutaniawatuwasiokuwepo,hasakatikamaigizoya
  8. Lughayaucheshinaisiyorasmihutumiwakatikakuwasilishamalumbanoya

 

 

10.2.     Wahusikakatikafasihi

  • Wahusikakatikafasihini watu,wanyamaauviumbewanaozungumziwakatikakaziza
  • Wahusikakatikashairiwanawezakuwawatu,wanyamaauviumbe
  • Wahusikahusaidiamwandishikujengamaudhuinakukuzaplotiyakazi
  • Mbalinabinadamunaviumbewengine,mashairiwakatimwinginehuwanamhusikaambayendiye sauti inayozungumza katika shairi.
  • Mhusikahuyuhuwahabainikimojakwamojakwasababunisautituya
  • Katikamashairikamahayo,mhusikahuyohutambulikakamanafsineni,yaani,ninafsiinayonenaau
  • Maranyingi,nafsinenihuwanimtunzi

 

 

10.3.     Baruayakuombakazi

  • Baruarasmiyakuombakazinibaruainayoandikwanamtuanayewasilishaombilakazikwashirika au kampuni fulani.
  • Baruarasmiyakuombakaziinapaswakuzingatiavipengelevifuatavyo:
  1. Muundo:Muundowabaruarasmiyakuombakazihujumuishasehemu zifuatazo:
    1. Anwani–Baruarasmiyakuombakazihuwanaanwanimbili:yamwandishinaya

 

 

anayeandikiwa.

  1. Tareheyakuandikwabarua –Tareheambayobarua
  2. Mtajo–Baruarasmiyakuombakazihuelekezwakwamwajirimtarajiwa,kwamfano,

KwaMenejawaRasilimaliWatu,KwaMenejaMkuuauKwaBi/Bw.

  1. Sababuyakuandikabarua–Sababuhudokezwakwamanenoyaliyofupishwa,kwa mfano: ‘Kuh’ (Kuhusu), ‘Mint’ (Mintarafu).
  2. Utangulizi–Hujumuishamadhumuniyakuandikabarua.Katikautangulizi,elezapia jinsi ulivyopata habari kuhusu nafasi ya kazi.
  3. Mwiliwabarua–Katikasehemuhii,maelezomahususikuhusuombilakazihutolewa. Mawazo hupangwa kwa aya, kila aya ikiwa na wazo maalumu.
  4. Hitimisho – Barua rasmi ya kuomba kazi huhitimishwa kwa maagano na kueleza matumainiyakupewanafasi.Mwandishihuwekasahihiyake,ikifuatwanajinalake.
  1. Ujumbe:Ujumbehuuhuhusianamojakwa moja na aina ya kazi inayotolewa ombi pamoja na ithibati zinazohusiana na kazi hiyo.
  2. Lugharasmihutumiwakatikabaruayaaina

 

 

Mfano:

BellaNurdin

KibingotiJumuiya,S.L.P10, Kibarani.

 

15/7/2025

 

 

MenejaMkuu,

HospitaliYaHudumaKwaJamii,

S.L.P200100101,

Kilaguni.

 

KwaBibi/Bwana,

 

KUH:MAOMBIYAKAZIYAUUGUZI(NAFASI/1/1040)

NaandikabaruahiikuombanafasiyakaziyauuguzikatikaHospitaliyaHudumaKwaJamiiambayo ilitangazwa katika Gazeti la Nyota, toleo la Jumanne tarehe 8/7/2025.

 

NilihitimunastashahadayaUuguzikutokaChuoChaMafunzoyaMatibabuchaMasakamwakawa 2022. Aidha, nimepata mafunzo ya ushauri na uelekezaji yanayohusiana na masuala ya matibabu.

 

Nimepatafursayakutumiaujuziwangukamamuuguzinamshaurikatikazahanatindogomtaani KilaguniiitwayoTibaMedicalServiceskwamiakamiwilisasa.Katikamudahuo,nimewezakutekeleza majukumu yangu kwa ufanisi bila kusimamiwa, hali iliyonipelekea kutunukiwa tuzo ya Mshauri Bora katikaZahanatiyaTibamwakauliopita.Hilililiwezekanakwamapendekezoyawenzanguambao walinufaikasananaushauriwanguuliowasaidiakukabiliananamsongowamawazokutokanana shinikizo za kitaaluma.

 

 

Falsafayanguyakitaalumanikufanyakazikwaushirikianonawenzangu.Ninaaminikwambanikipewa nafasi katika hospitali yenu, nitaweza kutoa mchango chanya wa kibinafsi utakaowafaa wadau wote pamoja na wateja wetu wanaohitaji huduma ninazoweza kuwapatia.

 

Pamojanabaruahiiyamaombi,nimeambatishawasifuwangupamojanavyetinastakabadhinyingine zinazoonyesha ufaafu wangu kwa nafasi hii. Natarajia kusikia kutoka kwako karibuni.

 

Wakomwaminifu,

 

 

BellaNurdin

 

10.4.     Vinyumevyavihusishi

  • Vihusishinimanenoyanayoonyeshauhusianokatiyamanenomawiliaukatiyasehemumbili tofauti katika sentensi.
  • Vinyumevyavihusishihutoamaelezoyenyesifainayokinzananakihusishicha
  • Kwamfano:
Kihusishi Kinyumechakihusishi
chiniya juuya
nyumaya mbeleya
mbali na karibuna
kablaya baadaya
njeya ndani ya
mwanzowa mwisho wa
  • Mifanoyavihusishihivinikamavile:
    • kadriya
    • kati ya
    • mpaka
    • ubavunipa
    • upandewa
    • wakatiwa
    • zaidiya
  • Mifanokatikasentensi:
  • Daudialifikashulenibaadaya
  • Daudialifikashulenikablaya
  • Meshackamesimamambeleyamzazi
  • Meshackamesimamanyumayamzazi

 

11.   HAKIZA KIBINADAMU

11.1.     Uzungumzaji katikasherehe

  • Uzungumzajikatikasherehehufanyikakatikamuktadhayasherehezajamiikamavile:
  • katikaharusi
  • katikamazishiaumatanga
  • katikasherehezamaadhimishoyasikukuuzakitaifa
  • kuhitimu
  • shereheyakutoazawadi
  • sherehezakifamilia
  • sikuyakuzaliwaausikumuhimukwa wanajamii
  • sikuyawazazishuleni
    • Vipengelevinavyozingatiwakatikauzungumzajikatikasherehehizini:
  1. muktadhawasherehe,kamanishereherasmiauisiyo rasmi
  2. ainayasherehe,kwamfanokamanishereheyafurahakamaharusiauyahuzunikama matanga au maombolezo
  3. matumiziyalughakulingananahadhiraauwatukatikajamiiwaliohudhuria,kamani wageni, wanafamilia, watoto au watu wazima
  4. kujikitakatikakiinichasuala

 

 

11.2.     Kusomakwamapana

  • Kusomakwamapananikusomaainambalimbalizamatinikwalengolakupataujuziwajumlawa jambo au kupata maarifa ya kimsingi.
  • Nimtindowakujifunzaaukusomakwaundanizaidi,ambapomsomianachunguzamadakwakiasi kikubwa na kwa upeo mpana.
  • Hiiinahusishakutazamavipengelevingivyasualaaudhananakuelewakwakinabilakuegemea sehemu moja tu ya mada.
  • Nimbinuambayohutumikahasakatikautafitiaukujifunzakwakinanamaranyingihujumuisha ufahamu wa muktadha, mifano, na michango ya mawazo mbali mbali.
  • Ufahamuwakusomakwamapan”unawezakujumuisha:
    • Kuchunguzamaudhuimbalimbali:Badalayakuzingatianadhariaauwazomoja,msomi anachunguzamasuala,mifanonamuktadhambalimbaliilikupatapichakamiliyamada.
    • Ulinganifunautofautiwamawazo:Kujuamitazamotofautikuhususualafulaninakuelewa jinsi inavyohusiana na mitindo mingine ya kufikiri.
    • Kujuamuktadhawakihistorianakijamii:Hiinimuhimuilikuelewakwaundanimabadiliko au athari zinazoweza kutokea kutokana na suala fulani.

 

 

11.3.     Insha:MaelezoII

  • Inshazamaelezoniainayamaandishiambayohutoaufafanuzikuhusumtu,kitu,auhali
  • Lengokuulainshahizinikutoapichawazinayakinakuhusujambofulani,ilimsomajiaweze

 

 

kuelewavyema nakuonakile kinachoelezewa.

  • Mwandishihutumiamanenokwaumakiniilikuonyeshavipengelevyakipekeeauvyakuvutiavya kile kinachozungumziwa, akijitahidi kutoa maelezo ya kina na ya kuvutia.
  • Mtazamokatikainshazamaelezohudhihirishwanajinsimwandishianavyochukuliajambona kulieleza kulingana na maoni yake.
  • Mtazamohuuunawezakuwawakusifu,ambapomwandishianatoapichanzurinayakipekeeya kitu, mtu au hali, akionyesha urembo au uzuri wake.
  • Kwaupandemwingine,mtazamowakukashifuunawezakuonyeshapandehasiauudhaifuwa jambo, huku mwandishi akieleza hasara au mapungufu yake.
  • Aidha,mtazamowakuhimizaunawezakuwanalengolakuhamasishaaukuchocheahatua,ambapo mwandishi anaonyesha umuhimu au manufaa ya jambo fulani na kuhamasisha wasomi kuchukua hatua au kufikiria kwa undani kuhusu mada hiyo.
  • Inshazamaelezozinawezakujumuishamifano,taswira,nahisiailikuifanyahadhiraiweze kuhusiana na kile kinachoelezewa.
  • Mtindowamwandishinalughaanayotumianimuhimukatikakufikishaujumbekwausahihinakwa
  • Kwahiyo,mtazamowamwandishikatikainshahiziunakuwanamchangomkubwakatikanamna inavyoweza kukubalika au kutohusiana na wasomi.

 

 

11.4.     Mnyambulikowavitenzi:Kauliyakutendana

  • Vitenzivikinyambuliwakatikakauliyakutendanahuwasilishamaanakuwakunawahusikawawili ambao kila mmoja anatenda kitendo hicho kwa mwenzake.
  • Vitenzikatikakaulihiihuwakilishwanakiambishi-anamwishonimwakitenzi,kwamfano:
Kutenda Kutendana
Andika Andikana
Beba Bebana
Penda Pendana
Shika Shikana
Soma Somana
Suka Sukana
Tega Tegana
Tuma Tumana
  • Mifanokatikasentensi:
  1. Binadamukoteulimwenguniwanafaa
  2. Nimuhimukuunganakatikakulindahakiza
  3. Sikosakwamajiranikuombanakile
  4. Sisinimarafikiwemanandiosababutunatunzanakila
  5. Tunafaakuhimizanakuheshimuhakizoteza
  6. Wateteziwahakizakibinadamunawapinzaniwaowalisomanamawazokablayakutoakauli
  7. Watotowalishikanamikonowakivuka

 

 

11.5.     Mnyambulikowavitenzi:Kauliyakutendeana

  • Vitenzivikinyambuliwakatikakauliyakutendeanahuwasilishamaanakuwakunawahusikawawili, ambapo mmoja anatenda kitendo kwa niaba ya mwenzake au ili mwenzake afaidike kwa kitendo
  • Vitenzivikinyambuliwakatikakauliyakutendeanahuishiakwaviambishi-eanaau-iana,-lianaau

-leana,kwamfano:

Kutenda Kutendeana
Amua Amulia
Kimbia Kimbiliana
Kumbatia Kumbatiana
Lima Limiana
Pokea Pokeleana
Shika Shikiana
Soma Someana
  • Mifanokatikasentensi:
  1. Gavananambungewaliwasilishianamichangowalipokutanakatika
  2. Mamanamtotowakewalikumbatianawalipokutanabaadaya
  3. Miakayahaponyuma,njiaborayakujulianahalibainayajamaanamarafikiilikuwa kuandikiana barua.
  4. Nimuhimukuulizianajinsiyakudumishahakiza
  5. Sisihusahihishianainshazetu
  6. Wateteziwahakizakibinadamunawenyejiwaowalipokeleanakwa
  7. Watuwanafaakushughulikianakatikamaishakwakuwahamna

 

 

11.6.     Mnyambulikowavitenzi:Kauliyakutendesha

  • Vitenzivikinyambuliwakatikakauliyakutendeshahuwasilishamaanakuwamtuaukitu kimesababisha kingine kutenda kitendo.
  • Vitenzivikinyambuliwakatikakauliyakutendeshahuishiakwaviambishi-esha,-via,-isha,au-za, kwa mfano:
Kutenda Kutendesha
Chomoa Chomoza
Kimbia Kimbiza
La Lisha
Panga Pangisha
Soma Somesha

 

  • Mifanokatikasentensi:
  1. Alialielezavilerafikiyakealivyomwangushawalipokuwa
  2. Kakaalimlishamtoto

       c)Kisatulichokisomakilituchekeshasana.                                                                                                  

 

 

  1. Mamaalimtembezamtotonjealipoanzakuliakwenye
  2. Mwalimualimsimamishamteteziwahakizakibinadamu
  3. Mwalimuametusomeshakuhusuhakiza
  4. Mwalimumkuualimpishamgeniwaheshimailiatoehotuba

 

 

 

 

 

12.   MAGONJWAYANAYOTOKANANAMIENENDOYA MAISHA

12.1.     Ufahamuwakusikiliza

Mamboyakuzingatiakatikaufahamuwakusikiliza:

  1. Kuachakuzungumzaaukushughulikanamambomenginewakati
  2. Kuchunguzamitazamonamaoniyamzungumzajiilikuelewa
  3. Kuepukakuingiliamtuanapozungumzakablayakumalizakauli
  4. Kujibuipasavyokutegemeaujumbe
  5. Kukadiriaainayamsamiatinavifunguvyamanenovinavyotumiwana
  6. Kutiliamaananianachosemamzungumzajipamojanakusomaisharazamwili
  7. Kutolazimishamaoniyakoausuluhishokwa
  8. Kutulianakuwa
  9. Kuwasilianakwaisharazakimwili,kamavilekukubalikwakichwaaukutumiamaneno yanayoonyesha kwamba unasikiliza kwa umakinifu.

 

 

12.2.     Kusomakwaufasaha

  • Usomajiufaaonihaliyakusomamaandishikwanjiaambayowasikilizajiwanawezakusikiavizuri na kuelewa ujumbe.
  • Vipengelevyakuzingatiakatikakusomakwaufasaha:
  • Kusomakwakuzingatiamatamshiboraya
  • Kusomakwakasi
  • Kusomakwasauti
  • Kusomakwakutumiaisharazakimwili
  • Kuingatiaalamazauakifishaji
  • Kuingatiakiwangochasautinakiimbokutegemeaujumbewanenoausentensi

 

 

12.3.     Insha:Hotubayakushawishi

  • Hotubanimazungumzorasmiyanayotolewakwa
  • Hotubayakushawishinihotubaambayolengolakekuunikuwashawishiwasikilizajikukubaliana na wazo au hoja fulani au kuchukua hatua au msimamo fulani.
  • Hotubayakushawishiinawezakutolewakatikamazingirambalimbali,ikiwanipamojanamuktadha ya kisiasa, biashara, elimu au hata katika maisha ya kila siku.
  • Vipengelevyakuzingatiakatikakuandikahotubayakushawishi ni:
    • Kutoahojazilizonaushahidi,uthibitishoaudatailikumpamsikilizajisababuzakukubalina kuchukua hatua fulani.
    • Kujumuishahadithizakibinafsiaumifanohalisiinayohusiananasualalinalozungumziwaili kushawishi msikilizaji.
    • Kutumialughayenyemvutoilikuwavutianakuwashawishiwasikilizajikuchukuamsimamo fulani au kukubaliana na msemaji.

 

 

  • Kumpamsikilizajihakikishonakumwondoleawasiwasiwowoteiliaweze
  • Kumaliziakwakutoawitowakuwatakawasikilizajikuchukuahatuaaukufanyajambofulani baada ya kusikiliza hotuba.
  • Lengolahotubahiinikumshawishimsikilizajikufanyakitufulaniaukubadilishamtazamowake kuhusu suala fulani.
  • Hotubayakushawishihuchukuamuundowahotubanyingineza
  • Hotubahii:
  1. Huwanautangulizi,mwili,na
  2. Huandikwakatikaalamazakufunguausemimwanzoninakufungwakwaalamazakufunga
  3. Utanguliziwakehuanzakwasalamuzinazotambuahadhimbalimbalizawasikilizajina kufuatwa na lengo la hotuba yenyewe.
  4. Kilahojahuwasilishwakatikaayayake, ikiungwa mkono na mifano au ithibati za kuaminika ili iweze kushawishi.
  5. Hitimisho huangazia kwa muhtasari hoja muhimu ambazo hadhira inapaswa kuzingatia kutokananahotubapamojanakutoawitounaoandamananaujumbe.Mwishokabisa,hatibu huwashukuru waliohudhuria kwa kumsikiliza.
    • Hotubahufungwakwaalamazakufunga

 

Mfano:

HotubayaAfisawaAfyakatikaHaflayaKaunti

“MheshimiwaGavana,WaziriwaAfya,MkurugenziwaHospitaliyaTaifa,maafisawenzanguwaafya, wakuu wa shule, wazazi na wanafunzi, hamjambo? Naitwa Bi. Dawama Bakari. Ninafanya kazi katika sekta ya afya. Nimefurahi kupokea mwaliko kutoka kwa Gavana wenu, Bw. Matayarisho, kuhutubia kikaohikikuhususualalinalonigusamoyonisana,lamagonjwa yanayotokananamienendoyamaisha.

 

Afya ni kitu muhimu sana katika maisha yetu. Tunapoona umati huu wenye afya njema, tunafurahi. Hatahivyo,tusisahaukuwakunamagonjwayanayosababishwanamienendoyamaishaambayo yanawezakutushambuliaupesikamaumeme.Magonjwaninayorejeleahapanikamavilekisukari, unene wa kupindukia, shinikizo la damu na aina mbalimbali za saratani. Magonjwa haya yanaweza kusababishwa na mienendo ya maisha yetu, ikiwemo ukosefu wa mazoezi ya mwili, lishe isiyofaa, uvutaji wa sigara, na unywaji wa pombe kupindukia.

 

TakwimuzahivikaribunikutokakwaShirikalaAfyaDunianizinaonyeshakuwamagonjwahaya yanazidikuongezekaulimwengunikote.Mienendoyamaishainajumuishaainayashughuli tunazofanyakilasiku,vyakulatunavyokula,mudawakulala,mazoeziyamwili,namatumiziyasigara napombe. Mienendohiiinapokuwamibayandiyoinayosababishakuibukakwamagonjwakama hayo.

 

Hata hivyo, tusikate tamaa kwa sababu tunaweza kubadilisha hali hii. Ni muhimu kutambua kwamba magonjwahayahayasambaikutokakwamtummojahadimwingine.Lichayahilo,hatunabudi kujitathminivyema.Kumbuka,njiaborayakudumishaafyanjemanikulavyakulavyakiasili,mboga, na kufanya mazoezi. Tunapaswa kuacha tabia za kuvuta sigara na kunywa pombe kupita kiasi.

 

 

Inashangaza kuwa magonjwa haya yaliyokuwa yakichukuliwa kama ‘magonjwa ya matajiri’ yanazidi kuongezeka hata huku mashinani. Ni muhimu kuchukua hatua sasa kwani magonjwa haya yanaweza kusababishaulemavunavifo,nakutwikafamilianaserikalimzigomzitowakiuchumikwahudumaza afya.ShirikalaAfyaDunianilinatabirikuwaasilimiasitininamojayavifovitasababishwana magonjwa haya ifikapo mwaka wa 2030. Sasa ndio wakati mwema wa kuchukua hatua za dharura.

 

Ningependa kumalizia kwa kuwaomba nyote kutafakari kwa kina juu ya ujumbe wangu. Tushirikiane kudhibitimagonjwayanayosababishwanamienendoyamaisha.Tukiungana,tutashindajangahili, kwani umoja ni nguvu, utengano ni udhaifu. Asanteni sana!”

 

12.4.     Sentensitata

  • Sentensitatanisentensiambazohuwezakuwanamaanazaidiya
  • Utatakatikasentensihusababishwanamambokamayafuatayo:
  1. Matumiziyanahau,hasaiwapomsikilizajihaelewikuwaninahau.Kwamfano:Nyanyayangu amekula chumvi. Sentensi hii inaweza kuleta maana kuwa:
    • Nyanyaametumiachumvikamavilekwenye
    • Nyanyaameishikwamiaka

 

  1. Matumiziyamanenoyenyemaanazaidiyamoja,kwamfano: Mamaamenunua

Sentensihiiinawezakumaanisha:

  • Mamaamemnunuamnyamawakufugaambayeanaitwa
  • Mamaamenunuakifaachakukunianazikinachoitwa

Ilikuondoautatahuu,unawezakutoamaelezozaidiyatakayobainishakinachorejelewa,kwa mfano:

  • Mamaalimnunua
  • Mamaalinunuambuziyakukunia

 

  1. Mnyambulikofulaniwavitenzi,kwamfano:Katikasentensihii, ‘alimkimbilia’ inaweza kumaanisha:
    • Mtotoalikimbiakwaniabaya
    • Mtotoalikimbiakuelekeakwa

 

  1. Matumiziyasiyokuwasahihiyaviunganishiauvihusishipiayanawezakuletautata,kwamfano:

Anachoranakijiti.Sentensihiiinawezakumaanishakuwa:

  • Anachoraakiwapamojana
  • Anachorakwakutumia

Ilikuondoautatakatikasentensihii,tunawezakusema:Anachorakwakijiti.

 

13.   MSHIKAMANOWA KIJAMII

13.1.     Mawaidha I

  • Mawaidhaniushaurianaopewamtukuhususuala
  • Mawaidhahujumuishamaarifa,mafunzonamaonyoambayohudhamiriwakumpamtumwongozo wa kutekeleza mambo mbalimbali.
  • Katikafasihisimulizi,mawaidhayanawezakutolewakatikavikaoausherehemaalumukamavile jandoni, unyagoni au katika harusi.
  • Mawaidhahuwasilishwakupitiatungonyinginezafasihisimulizikamavilehadithi,methali, mashairi na nyimbo.
  • Anayetoamawaidhahuitwa
  • Wanaopokeamawaidhahuitwa
  • Mbalinafananinahadhira,mawaidhayanawezakujumuishawahusikawenginekutegemeajinsi

 

 

13.2.     Matumiziyalugha:UshairiIV

  • Matumiziyalughanijinsimtunziaumwandishiwakaziyafasihianavyotumiamanenokwa ubunifu ili kuwasilisha ujumbe.
  • Baadhiyambinuzalughanikamavile:
  1. Tashbihi–kulinganishavituviwilivinavyofananakwabaadhiya
  2. Tashhisi–kuonyeshahisiaauhaliyamtukwakutumiamanenoyanayooneshahisia
  3. Sitiari–kubadilishamaanayanenomojakwakutumiatafsirinyingineilikuonyeshapichaau hali fulani.
  4. Tasfida–kutumiamanenoyaziadailikutoamaanailiyozidiaukuimarishapicha
  5. Urudiaji–kuimarishamaanakwakurudianenoaukipengelefulanikatikasentensiaukifungu cha maneno.
  6. Tanakalizasauti–kuonyeshaufanisiwasautikatikakifasihi;kurudiasautiauherufifulani mwanzoni mwa maneno au kurudia sauti za vokali.
  7. Methali–usemiwakifasihiunaotumiamfanowamaishailikutoafunzoau
  8. Nahau–usemiwakifasihiuliojaamaanamaalum,ambapomanenohuchukuamaananyingine isiyokuwa ya kawaida.
  9. Utohozi–mbinuinayohusishauhamishajiwamaanakutokasehemumojahadinyingine,ikiwa ni njia ya kutumia mtindo wa kifasihi.
  10. Misemo–Nimanenoauusemiunaotumikakutoamaanafulanikatikajamii,kamavilemethali lakini mara nyingi hutumika kama maneno ya kawaida yenye maana ya ziada.

 

  • Mbalinambinuzalughazilizotajwahapojuu,ushairihuwanamatumiziyalughamaalumkama vile:
    • Kufupishamaneno,kwamfano:kipuziliabadalayaukipuuzilia.Mbinuhiihuitwainkisari.
    • Kurefushamaneno,kwamfano:hayanobadalayahaya.Mbinuhiihuitwamazidakatika

 

 

  • Kubadilishasauti,hasasautiyamwishokatikamaneno,kwamfano:shukuribadalaya

shukuru.Mbinuhiihuitwatabdila.

  • Kubadilishampangiliowamanenokatikamshororo,kwamfano:umojakuzingatiabadalaya

ukizingatiaumoja.

  • KutumiamsamiatiwakikaleauKiswahilichakale,kwamfanomaozibadalayamacho.
  • Matumiziyalughakamayaliyoelezwahapojuuhumsaidiamtunzikupataulinganifuwaidadiya mizani katika mshororo au ulinganifu wa vina.

 

 

13.3.     Insha:MaelezoIII

  • Inshayamaelezohutoaufafanuzikuhusumtu,kitujamboauhali
  • Inshayamaelezokuhusuhalihuelezajinsihaliinayozungumziwa
  • Ilikuielezahalivyema,inshahiihutumialughainayojengapichakamilikwakutumianomino, vivumishi, vielezi, vitenzi na mbinu mbalimbali za lugha.
  • Katikakuandikainshayamaelezokuhusuhali,vipengelevifuatavyohuzingatiwa:
  1. Maudhui:Maudhuihuoananahali
  2. Muundo:Muundowainshayaainahiihuwanaanwani,utangulizi,mwilina
  3. Lugha:Lughayakimaelezoauyakiufafanuzi

 

 

13.4.     Ukanushajiwahaliyamashartiya-nge-

  • Kukanushanikukataajambo
  • Viambishivyaukanushajikwakawaidaniha-,hu-nasi-.

Tunapokanushamashartiya-nge-,kiambishisi-chaukanushondichohutumikakwakuwekwakabla ya -nge-.

  • Kwamfano:
Uyakinifu Ukanushaji
Angeshonaingemtoshea. Asingeshonaisingemtoshea.
Ningekujamapemaningekupata Nisingekujamapemanisingekupata
Ningetembeaningechelewa. Nisingetembeanisingechelewa.
Opiyoangewaunganishawangekujapamoja Opiyoasingewaunganishawasingekuwapamoja
Ungekujaungempata. Usingekujausingempata.
Ungesomaungepatamaarifa Usingesomausingepatamaarifa
  • Sentensizinapokanushwakatikahaliyamashartiya-nge-humaanishakuwavitenzivyote vilivyokanushwa na vyenye -nge- ya masharti vinatendeka.

 

 

13.5.     Ukanushajiwahaliyamashartiya-ngali-

  • Tunapokanushahaliyamashartiya-ngali-,kiambishisi-chaukanushohutumikakablaya-ngali-.
  • Kwamfano:
Uyakinifu Ukanushaji
Angalimshikambwaangalimuuma. Asingalimshikambwaasingalimuuma.
Ningalimtembeleaangalifurahi. Nisingalimtembeleaasingalifurahi.
Ungalikujaungalinipata. Usingalikujausingalinipata.

 

  • Sentensi zinapokanushwa katika hali ya masharti ya -ngali- humaanisha kuwa vitenzi vyote vilivyokanushwavinatendeka,maanavinategemeana.Kitendochapilikinategemeachakwanza.
  • -ngehutumiwana-ngekwapamojana-ngali,na-ngalikwapamojanahavichanganyiukanusho

 

 

13.6.     Ukanushajiwahaliyamashartiya-ki-

  • Tunapokanushahaliyamashartiya-ki-,kiambishi-sipo-chaukanushohutumikabadalaya-ki-ya
  • Viambishivyaukanushoha-,hu-nasi-hutumikakulinganananafsi
  • Kwamfano:
Uyakinifu Ukanushaji
Akiungananawenzakeatasaidiwa. Asipoungananawenzakehatasaidiwa.
Nikimtembeleanitampelekeazawadi. Nisipomtembeleasitampelekeazawadi.
Ukiuzakwabeinafuuutapatawateja. Usipouzakwabeinafuuhutapatawateja.
  • Sentensizinapokanushwakatikahaliyamashartiya-ki-humaanishakuwavitenzivyote vilivyokanushwa havitendeki, tofauti na ilivyo katika -nge- na -ngali-.
  • Kitendochapilikinakosakutokeakwasababukitendochakwanza

 

14.   MATUMIZIYAKODI

14.1.     MawaidhaII

  • Mawaidhaaghalabuhutolewa katika muktadha rasmi kama vile jandoni, katika arusi, na sherehe mbalimbali za jamii.
  • Mawaidha,vilevile,yanawezakutolewawakatiwowotenamtuyeyotealiyenaujuziauuzoefuzaidi katika suala husika.
  • Maranyingimawaidhahutolewanawatuwenyeumrimpevunatajiribapanakuhusumaisha,kama vile kiongozi wa nasaba, wazazi, wazee, imamu, kasisi, walimu na viongozi.
  • Lughainayotumiwakatikamawaidhahubadilikakutegemeahadhira,jinsia,umri,namuktadhawa mawaidha hayo.
  • Vipengelevyalughavinavyotumikakatikamawaidhanipamojanakutumia:
  1. Manenoyatakayotoawosiaufaaohuteuliwakwamakini
  2. lughanyenyekevuiliiwezekuathirihisianakushawishi msikilizaji
  3. Mbinumbalimbalizalughailikujengapichahalisiya
    • Baadhiyambinuhizinikamavilemethali,misemo,nahau,jazanda,sitiari,tashbihi,uhamasishaji, tanakali za sauti na urudiaji.
    • Mbinuhizihutumikailikuyapamawaidhauzito,mifanoyahadithiaumasimuliziyanayohusianana ujumbe wa mawaidha ili kuyapa mawaidha uhalisia na kuelezea dhana ngumu kwa njia inayoeleweka kwa urahisi, lugha wazi na iliyo rahisi kueleweka ili hadhira isichanganyikiwe na kukosa kuelewa ujumbe, sauti na kiimbo kwa utaratibu ili kujenga hisia zinazofaa na kushawishi
    • Isharazinapotumika, zinatakiwa kuwa za asili na zinazofaa kulingana na muktadha wa mawaidha na hadhira.
    • Isharahizinikamavile:
  4. kutazamahadhiraanakwaanailikuonyeshauaminifunauhusianowakibinafsi
  5. kutabasamumarakwamarailikuwafanyawatuwahisivyemahivyokurahisishaushirikina kuelewa mawaidha
  6. Hatahivyo, epuka kutumia mikono sana au kwa njia inayoweza kuwachanganya wasikilizaji
  7. kutikisakichwakuonyeshamakubaliano,kutokubaliana,aukusisitizahojafulanikatika mawaidha
  8. kuonyeshahisiausonizafuraha,huzuniaukukubaliananahadhira yako
  9. kupandisha,kushukishasautiaukubadilishakasiyakusemailikuongezeaatharizasautikwa uzito wa lugha ya mawaidha.

 

 

14.2.     Insha:ShajaraII

  • Shajaranikitabuchakurekodiamatukioyakilasikuaumudafulani
  • Shajaranimuhimukwakuwahusaidiamtuaushirikakuratibuvyemamatukiokamayalivyotokea au yatakavyofanyika.
  • Kwanjiahii,shajarahuwekakumbukumbuyamatukioyakibinafsiaukiofisikwanjiarahisiya

 

 

  • Vitabumaalumuaghalabuhutumiwakuandikashajara,ingawaunawezakujiandaliashajarayako
  • Mamboyotemuhimu yaliyotokea au yanayohitaji kukumbukwa huandikwa ndani ya kitabu au shajara hiyo.
  • Kunaainambilizashajara:
  1. Shajarayakibinafsiambapomtuhuandikamatukiomahususiyakilasikunamaazimioyakeya siku zijazo.
  2. Shajararasmiambapomatukioyakiofisihuwezakuandikwana
    • Shajarahuwanavipengelevifuatavyovyakimuundo:
  3. Anwani:Shajarahuwanaanwani,kwamfano,shajaraya
  4. Sikunatarehe:Shajarahuwanasehemuiliyoandikwasikunatareheambapomatukiotofauti yalitukia au yanayotarajiwa hunakiliwa.
  5. Shajarahuwananafasizinazoonyeshawakatimaalumunanafasiyakurekodimatukioyawakati huo kulingana na saa za siku.
  6. Baadhiyashajarahuratibiwakulingananamiezinahujumuishamieziyoteya
    • Vipengelevinginevyashajaranikuwa:
  • Shajarahuandikwakwa muhtasari
  • Rekodiyamatukiohudhamiriwakuwasirikwamtubinafsi,kamanishajarayakibinafsi,na siri kwa kampuni kama ni shajara rasmi
  • Huwanahabarirasmikamanishajararasmiauzisizorasmikamanishajarayakibinafsi
  • Shajarazakibinafsiaghalabuhurejeleawakatiuliopita,lakinishajararasmihuratibumambo

 

Mfano:

JumalaPili,mwezi wa10,mwaka2025

Siku Saa Tukio
Jumatatu 8:00asubuhi-8:30

asubuhi

 MkutanonaBwanaMatafariNang’ole,AfisawaMamlakaya

KodiyaKenya.
11:00asubuhi-1:00

adhuhuri

 MkutanonaBwanaMhindikatikaofisizaoviwandani.
Jumanne 9:00asubuhi-10:00

asubuhi

 Kwendabenki.
2:00adhuhuri-4:00

alasiri

 Kwendakufunguaakauntiyakulipiakodi.
Jumatano 7:00asubuhi-8:45

asubuhi

 KuzuruMamlakayaKodiyaKenya.
9:00asubuhi-10:00

asubuhi

 MafunzonaBwanaMatafariNang’olekuhusunamnayakutumia

mtandaokulipakodi.
Alhamisi 11:00asubuhi-12:00

mchana

 Kufikakatikaafisiyaummainayotoahudumayausajiliwa

kampunizabiashara.
2:00adhuhuri-3:00

mchana

 Kutembeleamadukayajumlamjiniyanayouzatarakilishi.

 

 

Ijumaa 7:00asubuhi-10:30

asubuhi

 Kuhudhuriamnadawamifugokwenyesoko kijijini.
3:00alasiri- 4:00

alasiri

 Kuwasilishastakabadhizakampuninaakauntiyaulipajikodi

kwaMamlakayaKodiyaKenya.

 

14.3.     Udogowanomino

  • Nominohuwekwakatikahaliyaudogoilikuonyeshakuwanindogokulikohaliyawastaniauya
  • Tazamamifanokwenye jedwali hili:
Kawaida Udogo
Umoja Wingi
kisu kijisu vijisu
mbuzi kibuzi vibuzi
mti kijiti vijiti
ng’ombe kigombe vigombe
nguo kiguo viguo
njia kijia vijia
  • NominozikiwekwakatikahaliyaudogohuingiakatikangeliyaKI-VI.Hiiinamaanakuwanomino hizo huanza kwa kiambishi ki- au kiji- katika umoja na vi- au viji- katika wingi.
  • Tazamamifanokatikasentensi:
Kawaida Udogo
Mbwaamebwekakwamudamrefu. Kijibwakimebwekakwamudamrefu.
Mbwawamebwekakwamudamrefu. Vijibwavimebwekakwamudamrefu.
Kitandakimenunuliwana mtalii. Kijitandakimenunuliwanamtalii.
Vitandavimenunuliwana watalii. Vijitandavimenunuliwanawatalii.

 

 

14.4.     Ukubwawanomino

  • Nominohuwekwakatikahaliyaukubwailikuonyeshakuwaukubwawakeunashindahaliya wastani au ya kawaida.
  • Nominozikiwekwakatikahaliyaukubwahuchukuamianzombalimbaliinayowakilishwana viambishi ji- au jiji- katika umoja na ma- au maji- katika wingi.
  • Wakatimwingineviambishivyaumojahavitumikikatikabaadhiyanominokatika
  • Tazamamifanokwenyejedwalihili:
  Kawaida Ukubwa  
Umoja Wingi
mbwa jibwa majibwa
mti jiti majiti
jino jijino majijino
njia jia majia

 

 

mbuzi buzi mabuzi
  • NominozikiwekwakatikahaliyaukubwahuingiakatikangeliyaLI-
  • Tazamamifanokatikasentensi:
Kawaida Ukubwa
Njiahiiitakarabatiwakesho. Jiahililitakarabatiwakesho.
Njiahizizitakarabatiwakesho. Majiahayayatakarabatiwakesho.
Ng’ombehuyuanamaziwa mengi. Gombehililinamaziwamengi.
Ng’ombehawawanamaziwa mengi. Magombehayayanamaziwamengi.

 

15.   MAADILIYA KITAIFA

15.1.     Kusikilizakwakutathmini

  • Kusikilizakwakutathmininikusikilizakwamakini,kutafakarinakufanyauchambuziwakinawa yale yanayozungumziwa ili kupata ujumbe kamili uliokusudiwa.
  • Msikilizajihutafutakujuaujumbemahususiuliomuhimu
  • Katikakusikilizakwakutathmini,vipengelevifuatavyohuzingatiwa:
  • Kukadiriakilakauliinayosemwanamzungumzaji
  • Kuelewanakubainimsimamowamzungumzajikuhusumadahusika
  • Kuchunguzaisharaanazotumiamsemaji
  • Kusikilizanakuchunguzajinsimsemajianavyozungumzakwakutumiakiimbo
  • Kutathminiumuhimunaufaafuwaujumbeunaosemwa
  • Kuulizaufafanuziaumaelezozaidi
  • Kufanyamaamuziyakibinafsikutokananaujumbewa

 

 

15.2.     Ufupisho

  • Kufupishahabarinikuitafsiriaukuiandikaupyakwamanenomachacheausentensi
  • Lengolaufupishonikutoamuhtasariwahabarimuhimubilakujumuishamaelezoyoteaumaneno yasiyo ya lazima.
  • Katikakuandikaufupisho,vipengelevifuatavyohuzingatiwa:
  1. Kutambuahojaaumawazomakuukatikamatiniilikuyaelezakwaufupi
  2. Kuelezahabariupyakwamanenoyakomwenyewe
  3. Kupunguzamaelezoyaziada
  4. Kudondoshamifano
  5. Kuandikahabariupyakwampangiliowenyemuwala
  6. Kuzingatiamaelekezoyoteyaufupisho,ikiwanipamojana:
    • Kuhakikishahujajirudiarudia
    • Kuhakikishakuwahojazotemuhimuzimejumuishwa
    • Kuhakikishaufupishounatiririkaifaavyokwamantiki
    • Kuhifadhiujumbewaasili
    • Kusomanakuhaririufupisho
    • Kutumiaviunganishivifaavyokuunganishahojamuhimukwamtiririkounaofaa
    • Kuzingatiakanunizakisarufikwausahihi

 

 

15.3.     Insha:Kujibubaruapepe

  • Katikakujibubaruapepe,mwandishihurejeleasualakatikabaruapepeambayoilitumwaawaliili kurejesha au kutoa majibu yake.
  • Vipengelevifuatavyohuzingatiwakatikakujibubaruapepe:
  1. Madayabaruapepeinayotolewamajibu inarejelewa ili kuhakikisha muktadha unabaki kama ulivyokuwa.

 

 

  1. Anwaniyabaruapepeya
  2. Anwaniyabaruapepeyaanayetumiwa
  3. Tarehenasaayakutuma
  4. Mtajo,kwamfano:Kwa(cheoaujinalampokeaji).
  5. Utanguliziwabaruapepeambaohujumuishamarejeleoyabaruapepeunayojibunashukurani kwa kupokea baruapepe ya awali.
  6. Mwiliwabaruapepeambaohutoamaelezoaumajibukwabaruainayojibiwakwaundanina
  7. Hitimisholakufungajibulabaruapepeausalamuzakuaga,kamavile:”Salamu,””Asante” au “Shukrani” ikifuatwa na jina na cheo chako, kama majibu ya baruapepe ni rasmi.
    • Unawezapiakuambatanishaviambatanishoikiwanimuhimukwa

 

 

15.4.     Usemihalisinausemiwataarifa

  • Usemihalisinimanenohalisiyaliyonukuliwakamayalivyosemanamsemaji,ilhaliusemiwataarifa ni ripoti ya yale yaliyosemwa na msemaji fulani.
  • Kanunizifuatazohuzingatiwakatikakubadilishausemihalisikuwausemiwataarifa:
  1. Alamazamtajo
  2. Badalayake,maelezohutumiwa. Kama ni kiulizi, kwa mfano, maelezo kuwa aliuliza au waliuliza hutumiwa. Kama ni alama ya hisia, maelezo kama alishangaa, alistaajabu au alimaka hutumiwa.
  3. Nyakatihubadilika,kwa mfano:
    • Wakatiuliopohaliyakuendeleahubadilikanakuwawakatiuliopitahaliyakuendelea: mfano: ninafanya mazoezi huwa alikuwa akifanya mazoezi.
    • Wakatiujaohubadilikanakuwahaliya-nge-:mfano:nitasomahuwaangesoma.
  4. Nafsiyakwanzawingihubadilikanakuwanafsiyatatu,kwamfano:Tutaimbahuwa

wangeimba.

  1. Vielezihubadilika,kwamfano:
    • Vielezivyamahali:hapahuwahapoaupale.
    • Vielezivyawakati:leohuwasikuhiyo;keshohuwasikuiliyofuata;janahuwasiku iliyotangulia na sasa huwa wakati huo.
Breaking Education News

Education Stakeholders To Curb Unrest And Insecurity In Schools

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The Education stakeholders in Murang’a have vowed to collaborate to avert school unrest and insecurity.

Speaking during a consultative meeting at Technology primary school in Murang’a town, the County Commissioner (CC), Patrick Mukuria said that early detection and prevention was paramount in containing unrest and insecurity in schools.

The CC who was chairing the meeting, told the school principals drawn from the various secondary schools in the county to immediately report any incident to the security officers once they detect it was a threat to the school community.

“Principals have to give us information for the security team to act,” said Mukuria, adding that early detection of such incidents will enable the security team and the relevant stakeholders to intervene and prevent the unrest or insecurity in schools.

The CC observed that sometimes before even unrest or a riot happens, there are those early warnings that shouldn’t be ignored because if we nip them in the bud, we shall prevent the rising cases of unrest in schools and guarantee the safety of all learners.

“Principals should be in a position to detect these early signs of unrest and insecurity like pupils acting out of their usual character among others” he said adding the Ministry of Education has given schools clear guidance on how to handle cases of mass indiscipline.

Mukuria said that with the abolishment of corporal punishment in disciplining students, the government is embarking and emphasizing on counseling as a way of preventing the rising cases of school unrest.

Murang’a County Director for Education Anne Kiilu on her part said that so far in the county, they have had one case of unrest reported since the beginning of this year and that through consultative meetings they will work out to ensure that there will be no more unrest.

“The last time we had serious unrest, we had one or two primary schools that were affected but generally the effects of unrest and insecurity are felt in secondary schools,” said Kiilu adding that the county has over 300 secondary schools with the enrolment ranging from 2,000 to 2,500 pupils and all those schools can be affected.

She called on all stakeholders to play their part well and the principal’s to ensure that school property is well protected.

“The government is concerned about the increasing cases of unrest and arson witnessed in a number of secondary schools in the country that have led to wanton destruction of property which the government will not allow to continue,” she said.

Murang’a County Police Commander David Mathiu said that they are committed as the security team to fight unrest and insecurity in schools and that it is the responsibility of national police officers to protect the lives and properties of its people.

“In case there is any detection of unrest or insecurity in our schools, we shall avail ourselves to make sure that everything normalizes,” he said adding that the police force will ensure that there is safety in the schools so that learning is not affected.

He lauded the efforts that have been put by some of the Principals’ to make sure that they have engaged the police at some point where they felt they needed support from them.

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Boys Basketball 5×5 Results, Ranking at 2023 FEASSSA Games in Huye City, Rwanda

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FINAL RESULTS

 

BASKETBALL GIRLS 5×5                 Venue: IPRC Courts

 

POOL A POOL B
1.     Rafiki Foundation (Tz) 1.     Orkeeswa Sec (Tz)
2.     Nabisunsa Girls (Ug) 2.     GS Marie Reine, Rwaza (Rw)
3.     St. Noa Girls (Ug) 3.     St. Mary’s, Kitende (Ug)
4.     Ste. Benardette (Rw) 4.     Butere Girls (Ke)
5.     Kaya Tiwi (Ke) 5.     Our Lady of Mercy, Nairobi (Ke)

 

 

DAY 2   SUNDAY               20TH AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
1. 9.00am A Rafiki Foundation (Tz) Vs Nabisunsa Girls (Ug) 39 46
2. 9.00am A St. Noa Girls (Ug) Vs Ste. Benardette (Rw) 72 60
3. 1.00pm B Orkeeswa Sec (Tz) Vs GS M Reine, Rwaza (Rw) 51 84
4. 1.00pm B St. Mary’s, Kitende (Ug) Vs Butere Girls (Ke) 90 47

 

DAY 3   MONDAY             21ST AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
5. 11.00am B Butere Girls (Ke) Vs Our Lady of Mercy (Ke) 70 83
6. 11.00am B GS M Reine, Rwaza (Rw) Vs St. Mary’s, Kitende (Ug)    
7. 3.00pm A Ste. Benardette (Rw) Vs Kaya Tiwi (Ke) 70 58
8. 3.00pm A Nabisunsa Girls (Ug) Vs St. Noa Girls (Ug) 40 66

 

DAY 4   TUESDAY              22ND AUGUST 2023                         PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
9. 9.00am A Rafiki Foundation (Tz) Vs St. Noa Girls (Ug) 44 102
10. 9.00am A Kaya Tiwi (Ke) Vs Nabisunsa Girls (Ug) 47 41
11. 1.00pm B Orkeeswa Sec (Tz) Vs St. Mary’s, Kitende (Ug) 45 108
12. 1.00pm B Our Lady of Mercy (Ke) Vs GS M Reine, Rwaza (Rw) 42 74

 

DAY 5   WEDNESDAY       23RD AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
13. 9.00am B Butere Girls (Ke) Vs Orkeeswa Sec (Tz) 73 77
14. 9.00am B St. Mary’s, Kitende (Ug) Vs Our Lady of Mercy (Ke) 86 22
15. 1.00pm A Ste. Benardette (Rw) Vs Rafiki Foundation (Tz) 70 43
16. 1.00pm A St. Noa Girls (Ug) Vs Kaya Tiwi (Ke) 56 34

 

 

 

 

DAY 6   THURSDAY           24TH AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
17. 9.00am A Orkeeswa Sec (Tz) Vs Our Lady of Mercy (Ke) 72 60
18. 9.00am A Butere Girls (Ke) Vs GS M Reine, Rwaza (Rw) 71 95
19. 1.00pm B Rafiki Foundation (Tz) Vs Kaya Tiwi (Ke) 40 73
20. 1.00pm B Ste. Benardette (Rw) Vs Nabisunsa Girls (Ug) 58 61

 

TABLE STANDINGS

 

BASKETBALL GIRLS 5X5         POOL A

 

RANK TEAMS P W L F Pts For Against GD POSIT
1. St. Noa Girls (Ug) 4 4 0 0 8 286 178 118 1
2. Ste. Benardette (Rw) 4 2 2 0 6 128 119 9 2
3. Nabisunsa Girls (Ug) 4 2 2 0 6 102 105 -3 3
4. Kaya Tiwi (Ke) 4 2 2 0 6 105 111 -6 4
5. Rafiki Foundation (Tz 4 0 4 0 4 166 291 -125 5

 

 

BASKETBALL GIRLS 5X5                 POOL B

 

RANK TEAMS P W L F Pts For Against GD POSIT
1. St. Mary’s, Kitende (Ug) 4 4 0 0 8 286 184 102 1
2. GS M Reine, Rwaza (Rw) 4 3 1 0 7 323 176 176 2
3. Orkeeswa Sec (Tz) 4 2 2 0 6 254 325 325 3
4. Butere Girls (Ke) 4 1 3 0 5 274 330 330 4
5. Our Lady of Mercy (Ke) 4 0 4 0 4 184 315 315 5

 

 

DAY 8   SATURDAY           26TH AUGUST 2023                          SEMI-FINALS

MATCH NO. TIME POOL TEAMS SCORES
21. 9.00am   St. Noa Girls (Ug) Vs GS M Reine, Rwaza (Rw) 51 68
22. 9.00am   St. Mary’s, Kitende (Ug) Vs Ste. Benardette (Rw) 68 56

 

DAY 9   SUNDAY               27TH AUGUST 2023                          3RD PLACE PLAY-OFF & FINALS

MATCH NO. TIME POOL TEAMS SCORES
23. 8.30am   St. Noa Girls (Ug) Vs Ste. Benardette (Rw) 52 55
24. 9.00am   GS M Reine, Rwaza (Rw) Vs St. Mary’s, Kitende (Ug) 47 55

 

 

 

TEAM OVERALL RANKING BASKETBALL – GIRLS 5×5

RANK TEAM COUNTRY
1. St. Mary’s, Kitende Uganda
2. GS M Reine, Rwaza Rwanda
3. Ste. Benardette Rwanda
4. St. Noa Girls Uganda
5. Kaya Tiwi Kenya
6. Nabisunsa Girls Uganda
7. Orkeeswa Sec Tanzania
8. Butere Girls Kenya
9. Rafiki Foundation Tanzania
10. Our Lady of Mercy Kenya

 

 

MVP      Mary Moses Amanyo St. Mary’s Kitende              Uganda

FINAL RESULTS

 

BASKETBALL BOYS 5×5                             Venue:     UR Huye

 

POOL A POOL B
1.     LDK (Rw) 1.      Roleto Sec (Tz)
2.     Elite High, Entebbe (Ug) 2.      Ste. Benardette (Rw)
3.     Mbogo Mixed SS (Ug) 3.      Buddo SS (Ug)
4.     Laiser Hill Academy (Ke) 4.      Dagoretti High (Ke)
5.     Juhudi Sec (Tz) 5.      Dr. Aggrey (Ke)

 

 

DAY 2   SUNDAY               20TH AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
1. 11.00am A LDK (Rw) Vs Elite High, Entebbe (Ug) 60 44
2. 11.00am A Mbogo Mixed SS (Ug) Vs Laiser Hill Academy (Ke) 69 72
3. 3.00pm B Roleto Sec (Tz) Vs Ste. Benardette (Rw) 28 86
4. 3.00pm B Buddo SS (Ug) Vs Dagoretti High (Ke) 87 37

 

DAY 3   MONDAY             21ST AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
5. 11.00am B Dagoretti High (Ke) Vs Dr. Aggrey (Ke) 69 78
6. 11.00am B Ste. Benardette (Rw) Vs Buddo SS (Ug) 43 73
7. 3.00pm A Laiser Hill Academy (Ke) Vs Juhudi Sec (Tz) 73 48
8. 3.00pm A Elite High, Entebbe (Ug) Vs Mbogo Mixed SS (Ug) 54 52

 

DAY 4   TUESDAY              22ND AUGUST 2023                         PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
9. 11.00am A LDK (Rw) Vs Mbogo Mixed SS (Ug) 75 71
10. 11.00am A Juhudi Sec (Tz) Vs Elite High, Entebbe (Ug) 54 52
11. 3.00pm B Roleto Sec (Tz) Vs Buddo SS (Ug) 41 83
12. 3.00pm B Dr. Aggrey (Ke) Vs Ste. Benardette (Rw) 55 73

 

DAY 5   WEDNESDAY       23RD AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
13. 11.00am B Dagoretti High (Ke) Vs Roleto Sec (Tz) 83 46
14. 11.00am B Buddo SS (Ug) Vs Dr. Aggrey (Ke) 78 43
15. 3.00pm A Laiser Hill Academy (Ke) Vs LDK (Rw) 72 63
16. 3.00pm A Mbogo Mixed SS (Ug) Vs Juhudi Sec (Tz) 56 46

 

 

 

 

DAY 6   THURSDAY           24TH AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME POOL TEAMS SCORES
17. 11.00am A LDK (Rw) Vs Juhudi Sec (Tz) 95 78
18. 11.00am A Laiser Hill Academy (Ke) Vs Elite High, Entebbe (Ug) 67 66
19. 3.00pm B Roleto Sec (Tz) Vs Dr. Aggrey (Ke) 38 86
20. 3.00pm B Dagoretti High (Ke) Vs Ste. Benardette (Rw) 74 77

 

TABLE STANDINGS

 

BASKETBALL BOYS 5X5         POOL A

 

RANK TEAMS P W L F Pts For Against GD POSIT
1. Laiser Hill Academy (Ke) 4 4 0 0 8 284 246 38 1
2. LDK (Rw) 4 3 1 0 7 293 265 28 2
3. Mbogo Mixed SS (Ug) 4 1 3 0 5 108 100 8 3
4. Elite High, Entebbe (Ug) 4 1 3 0 5 106 108 -2 4
5. Juhudi Sec (Tz) 4 1 3 0 5 102 108 -6 5

 

 

BASKETBALL BOYS 5X5                  POOL B

 

RANK TEAMS P W L F Pts For Against GD POSIT
1. Buddo SS (Ug) 4 4 0 0 8 321 164 157 1
2. Ste. Benardette (Rw) 4 3 1 0 7 284 230 54 2
3. Dr. Aggrey (Ke) 4 2 2 0 6 262 256 6 3
4. Dagoretti High (Ke) 4 1 3 0 5 258 288 -30 4
5. Roleto Sec (Tz) 4 0 4 0 4 115 252 -137 5

 

 

DAY 8   SATURDAY           26TH AUGUST 2023                          SEMI-FINALS

MATCH NO. TIME POOL TEAMS SCORES
21. 9.00am   Laiser Hill Academy (Ke) Vs Ste. Benardette (Rw) 76 81
22. 9.00am   Buddo SS (Ug) Vs LDK (Rw) 62 59

 

DAY 9   SUNDAY               27TH AUGUST 2023                          3RD PLACE PLAY-OFF & FINALS

MATCH NO. TIME POOL TEAMS SCORES
23. 8.30am   Laiser Hill Academy (Ke) Vs LDK (Rw) 44 76
24. 9.30am   Ste. Benardette (Rw) Vs Buddo SS (Ug) 80 90

 

 

 

TEAM OVERALL RANKING

 

BASKETBALL – BOYS 5X5

 

RANK TEAM COUNTRY
1. Buddo SS Uganda
2. Ste. Benardette Rwanda
3. LDK Rwanda
4. Laiser Hill Academy Kenya
5. Dr. Aggrey Kenya
6. Mbogo Mixed SS Uganda
7. Dagoretti High Kenya
8. Elite High, Entebbe Uganda
9. Juhudi Sec Tanzania
10. Roleto Sec Tanzania

 

 

MVP      Obrack James   Buddo SS             Uganda

Knec Schools Portal

List of all Senior Schools in Trans-Nzoia County

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List of all Senior Schools in Trans-Nzoia County

S/No. SCHOOL NAME CLUSTER TYPE (Regular/  SNE/ DISABILITY TYPE ACCOMODATION TYPE GENDER REGION COUNTY SUB COUNTY UIC KNEC
8613 ANDERSEN HIGH SCHOOL C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA ENDEBESS 7FWH 23572205
8614 BWALA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS 7V7G 23572106
8615 CHEPCHOINA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS U4PB 23572212
8616 CHEPSALEI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS PMRS 23572208
8617 JAPATA HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS 5MY6 23572203
8618 KIMWONDO SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS SYXL 23572202
8619 LUTASO  FRIENDS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS 8D9Q 23572211
8620 MATUMBEI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS 9AJ3 23572105
8621 MUBERE SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS L9AW 23572103
8622 NALULINGO SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS HQDZ 23572209
8623 NJORO SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS VWW9 23572204
8624 SABWANI SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA ENDEBESS 8VJL 23572101
8625 ST MATHEWS SECONDARY SCHOOL (CHEPTANTAN) C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS HPPQ 23572104
8626 ST. BARNABAS BOYS SECONDARY SCHOOL – SABWANI C4 PUBLIC REGULAR NONE DAY BOYS RIFT VALLEY TRANS NZOIA ENDEBESS 7LBN 23572108
8627 ST. FRANCIS OF ASIS KORONGA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS 6J3D 23572207
8628 ST. MARY’S NAI GIRLS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA ENDEBESS 3XRC 23572206
8629 ST. PETERS KIETKEI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA ENDEBESS MGQN 23572210
8630 ST.MARY’S NAI BOYS SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA ENDEBESS M2MC 23572201
8631 ST.PAULS KITUM HIGH SCHOOL C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA ENDEBESS P98F 23572102
8632 ST.VERONICAH’S GIRLS HIGH SCHOOL – KOKWO C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA ENDEBESS X37R 23572107
8633 TITIMET GIRLS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA ENDEBESS G54Y 23572109
8634 A.I.C KAPKOI SISAL SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI KAZZ 23574119
8635 A.I.C LOLKERINGET SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI BHMF 23574127
8636 A.I.C MOKOIYWET SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI BPNQ 23574126
8637 A.I.C NAISAMBU GIRLS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA KIMININI CV33 23574156
8638 ACK ST. STEPHENS NAMANDA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 2DXU 23574162
8639 AIC KAPTIEN SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI SSM5 23574118
8640 AIC KONOIN SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI K637 23574135
8641 BIRUNDA HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI W3BK 23574149
8642 EMMANUEL ACK WEHOYA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI DVCT 23574120
8643 FRIENDS MUFUTU SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI CWT3 23574139
8644 FRIENDS SECONDARY SCHOOL – BIKEKE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 7WYH 23574114
8645 FRIEND’S SECONDARY SCHOOL – SIRENDE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 7GXJ 23574110
8646 FRIENDS SECONDARY SCHOOL -CHALICHA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI L4LE 23574152
8647 HILARIO SECONDARY SCHOOL – WEKHONYE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI WFMM 23574145
8648 HILL SCHOOL SECONDARY  KITALE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI APQ7 23574158
8649 IMANI FRIENDS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 664Q 23574151
8650 KA – AHUHO SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI HVL5 23574163
8651 KABUYEFWE FRIENDS GIRLS SECONDARY SCHOOL C2 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KIMININI 5PD3 23574140
8652 KABUYEFWE FRIENDS SECONDARY SCHOOL C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KIMININI 42HH 23574143
8653 KIBOMET SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI T9LT 23574107
8654 KIUNGANI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI U6QM 23574144
8655 MACHUNGWA HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI Q4U8 23574112
8656 MAINEK TORO SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI EBDD 23574115
8657 MASABA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI BCRL 23574130
8658 MILELE SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI EE4E 23574160
8659 MILIMANI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI FEPX 23574103
8660 MISEMWA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 7GCQ 23574159
8661 MITONI MITATU SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI LA98 23574121
8662 MITOTO S.A SECONDARY SCHOOL C4 PUBLIC INTERGRATED VI DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI M47X 23574133
8663 MUCHARAGE SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI J8JD 23574136
8664 MUUNGANO HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 59EH 23574137
8665 NABISWA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI ULJ9 23574154
8666 NABUNGA S.A. SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI J29E 23574142
8667 NYABOMO SDA SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA KIMININI WA8B 23574123
8668 P.A.G SIMATWET HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 598J 23574165
8669 SABATA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 6WCU 23574161
8670 ST BRIGIDS KIMININI C1 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KIMININI Q823 23500003
8671 ST. ANTHONY’S BOYS’ HIGH SCHOOL – KITALE C1 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KIMININI 27EL 23574101
8672 ST. JAMES AMAGORO SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI S96L 23574117
8673 ST. JAMES MABONDE SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA KIMININI QHMX 23574122
8674 ST. JOHN’S GIRLS HIGH SCHOOL – SIRENDE C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA KIMININI JJXY 23574111
8675 ST. JOHN’S NYAMIRA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI H7CQ 23574132
8676 ST. JOSEPH’S ACK KIBAGENGE SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI QSSP 23574125
8677 ST. JOSEPH’S SECONDARY SCHOOL NYASI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI L37H 23574134
8678 ST. MICHAEL KIKWAMETI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI FPDG 23574138
8679 ST. PATRICK’S BOYS HIGH SCHOOL WAITALUK C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KIMININI 6FCT 23574128
8680 ST. POLYCARP SECONDARY SCHOOL- MESO C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI VEJ4 23574153
8681 ST. RAPHAEL BIG TREE SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI DCPU 23574124
8682 ST. TERESA’S BIKEKE GIRLS SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KIMININI R6JB 23574113
8683 ST. THOMAS AQUINAS SECONDARY SCHOOL-NAMGOI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI C2AQ 23574155
8684 ST. VERONICA SECONDARY SCHOOL WEONIA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI GP6M 23574166
8685 ST.ANDREWS GIRLS BARATON SECONDARY C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA KIMININI 9AB7 23574146
8686 ST.TERESA’S  SECONDARY SCHOOL BIKEKE C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KIMININI VQTJ 23574109
8687 ST.THERESA`S SECONDARY SCHOOL-SIKHENDU C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI GF5P 23574141
8688 ST.VINCENT SECONDARY SCHOOL KIMININI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI 7EEF 23574131
8689 THE MICHAEL KIJANA MEMORIAL SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI Y39N 23574102
8690 WAMUINI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KIMININI WWZT 23574157
8691 A.I.C KAPSITWET SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA UAJM 23529116
8692 A.I.C KIPTUMET SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA VJDQ 23529136
8693 A.I.C LESSOS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 4E6M 23529133
8694 ACK ST.PHILIP KIPSOEN SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA P6QC 23529144
8695 AIC KAPKAI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 6AKS 23529152
8696 AIC KOBOS GIRLS HIGH SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KWANZA EVUH 23529150
8697 AIC MWANGAZA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 5WRT 23529153
8698 BIKETI FRIENDS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 3J2A 23529121
8699 BISHOP ALEXANDER MUGE SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KWANZA WZCB 23529105
8700 FRIENDS BOYS SCHOOL – KWANZA C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KWANZA 46UT 23529102
8701 FRIENDS MIXED SECONDARY SCHOOL -NAMANDALA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA RX5A 23529154
8702 GIDEA BOYS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY BOYS RIFT VALLEY TRANS NZOIA KWANZA YMT9 23529151
8703 GIDEA SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KWANZA TRVT 23529106
8704 GOSETA BOYS HIGH SCHOOL C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KWANZA 4H2C 23529103
8705 KAPKOI CENTRAL GIRLS HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA KWANZA BTVW 23529145
8706 KARAUS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA XZRJ 23529137
8707 KEESE SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA PEZD 23529119
8708 KOBOS SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KWANZA YZ7K 23529108
8709 KOLONGOLO SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KWANZA WHPN 23529101
8710 KOROSIOT HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA VRCF 23529124
8711 KWANZA GIRLS HIGH SCHOOL C2 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KWANZA 2C5Q 23529118
8712 LUUYA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA QDG7 23529111
8713 MARIDADI SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA KWANZA T7MN 23529117
8714 METEITEI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA BWCD 23529146
8715 MILIMANI SECONDARY SCHOOL – KWANZA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 5HXC 23529115
8716 MISANGA S.A HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 8VKJ 23529139
8717 MUKUYUNI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 9Y9D 23529147
8718 MUTUA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA F2VK 23529129
8719 NAMANJALALA SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KWANZA JX2U 23529104
8720 NASIANDA FRIENDS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA QGH9 23529127
8721 NGENY SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 6JJ8 23529148
8722 SOYMINING SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 8CHT 23529128
8723 ST CECILIA SECONDARY SCHOOL MARINDA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA C438 23529123
8724 ST. AUGUSTINE MAZIWA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA NHHK 23529143
8725 ST. EMMANUEL SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA ED4A 23529149
8726 ST. FRANCIS KOLONGOLO GIRLS HIGH SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KWANZA N7KX 23529131
8727 ST. JOHN’S MIXED SECONDARY SCHOOL – SARURA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 2P7X 23529125
8728 ST. MARTINS SECONDARY SCHOOL – MAKHONGE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 5J9M 23529142
8729 ST. MAURICE GIRLS HIGH SCHOOL-LUNYU C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KWANZA RVXP 23529141
8730 ST. MAURICE HIGH SCHOOL – LUNYU C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA KWANZA 6E6N 23529110
8731 ST. MICHAELS LIYAVO GIRLS’ DAY SECONDARY SCH C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KWANZA HNL7 23529122
8732 ST. MONICA’S GIRLS HIGH SCHOOL, KITALE C2 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA KWANZA 8TT7 23529132
8733 ST. PATRICKS’ SECONDARY SCHOOL – MAKUNGA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA 45NX 23529135
8734 ST. PETER`S HIGH SCHOOL-KAPOMBOI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA F8JN 23529107
8735 ST.ANNE UMOJA GIRLS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA KWANZA YM3D 23529140
8736 ST.PAUL’S-BWAYI MIXED SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA JQM7 23529109
8737 ST.THOMAS AMUKA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA KWANZA FALZ 23529112
8738 A I.C NGONYEK SEC SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST RQTC 23528126
8739 A.I.C BIRIBIRIET C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST EWHU 23528210
8740 AIC CHEPSIRO C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST W62P 23528221
8741 AIC KIPKEIKEI GIRLS  HIGH SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 9XG4 23528216
8742 AIC KIPTENDEN SEC SCH C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 7439 23528209
8743 AIC MOI BOYS HIGH SCHOOL KAPLAMAI C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST C6VR 23528106
8744 AIC NYASALAND C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST HWLA 23528148
8745 AIC SEUM MIXED DAY SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST M72F 23528212
8746 AIC TOP SUWERWA MIXED SECONDARY C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 842F 23528223
8747 AIC TUIGOIN SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST R5ZV 23528217
8748 AMANI SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST RTTF 23528138
8749 BENON SEC SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST VLEN 23528218
8750 BISHOP CROWLEY HIGH SCHOOL BARAKA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 5928 23528139
8751 BWAKE GIRLS SCHOOL C2 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST M5SW 23528124
8752 CHEMATICH SECONDARY C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST K5R8 23528120
8753 CHISARE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST SEBQ 23528113
8754 EKEGORO SEC C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST GEEL 23528144
8755 FRIENDS BWAKE BOYS C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST DT2M 23528108
8756 FRIENDS MICHAI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST NY2M 23528146
8757 FRIENDS SECONDARY SCHOOL BONDE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST NXZP 23528213
8758 GETA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 54YN 23528203
8759 HUTUTU FRIENDS GIRLS SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST JTYY 23528133
8760 IMMACULATE  CONCEPTION  BOYS MUKUYU C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 4VQP 23528105
8761 IMMACULATE CONCEPTION  GIRLS MUKUYU C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST ZWTZ 23528137
8762 IMMACULATE CONCEPTION HIGH SCHOOL KEMELOI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST EQ5C 23528140
8763 KAPCHEPLANGET SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST H4YG 23528202
8764 KAPKARWA HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 8U2Z 23528205
8765 KAPSARA SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST H5UR 23528103
8766 KAPSIROWA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 554H 23528220
8767 KARARA MIXED SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST XL7Y 23528143
8768 KESOGON MIXED SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST NWFJ 23528111
8769 KIMOSON GIRLS C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST T4SY 23528115
8770 KIPKEIKEI BOYS HIGH SCHOOL C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST FDNM 23528204
8771 MAKUTANO C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST CSJP 23528122
8772 MATEKET SEC SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST QP52 23528127
8773 MILIMA MIXED SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 5HGP 23528129
8774 MOTOSIET SEC C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST UC8C 23528136
8775 NOIGAM C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST X6X6 23528219
8776 NZOIA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 9CPQ 23528128
8777 OUR LADY OF AFRICA CHEPKOIYO SEC C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST KSRA 23528142
8778 SAIWA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST GUAD 23528145
8779 SDA MOIGE HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 4UB6 23528227
8780 SIBANGA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 23DB 23528121
8781 SITATUNGA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST C49A 23528102
8782 ST ANDREWS OSORONGAI SEC SCHOOL C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST VQLQ 23528207
8783 ST AUGUSTINE MUNYAKA SEC C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST QJFG 23528118
8784 ST FRANCIS GIRLS HIGH SUWERWA C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST CDLB 23528214
8785 ST MARK’S GIRLS CHERANGANI C2 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST RZGG 23528116
8786 ST MARKS HIGH SCHOOL CHERANGANI C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST SP92 23528101
8787 ST MARYS GIRLS SEC.. KIPSINGORI C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST BSCV 23528132
8788 ST MARY’S MIXED CHEPTOBOT C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 4782 23528226
8789 ST PAULS BOYS HIGH SINOKO C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST M47G 23528109
8790 ST PAUL’S KAPCHEPSIR C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST Y6VS 23528222
8791 ST PAUL’S KIRIITA MIXED SEC SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST HMLN 23528125
8792 ST PHILIPS SECONDARY SURUNGAI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST PGYK 23528141
8793 ST THERESA SINYERERI C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST T3DH 23528112
8794 ST THOMAS SECONDARY SCHOOL  KONGOLI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST FP6F 23528114
8795 ST. CHARLES LWANGA SEC BOTWA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST SZLR 23528123
8796 ST. CHRISTOPHER’S GIRLS C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST C7E3 23528134
8797 ST. CHRISTOPHER’S SCHOOL C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 6RWZ 23528104
8798 ST. JOSEPH’S MIXED SEC CHEPTIL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST FGP2 23528211
8799 ST. LUKE’S SECONDARY SCHOOL  TAITO C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST 2ZLV 23528131
8800 ST. PAUL’S KIPTOROR SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST YWQV 23528215
8801 ST. PETER’S MITO MBILI GIRLS C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST ZHAS 23528206
8802 ST. PETER’S NYAKINYWA MIXED DAY SECONDARY C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST GDSH 23528110
8803 ST.BENEDICT’S KAPSIGILAI C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST B9K4 23528208
8804 ST.FRANCIS BOYS HIGH SCHOOL SUWERWA C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST L7RK 23528201
8805 ST.MICHAEL BAHATI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST QUYP 23528119
8806 ST.PATRICK HIGH SCHOOL KIPSAINA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST QQMQ 23528130
8807 TARAKWA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST PHR3 23528225
8808 UPEC OSORONGAI GIRLS HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST WFBN 23528224
8809 WIYETA GIRLS SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST MR64 23528107
8810 YUYA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA EAST DRRZ 23528117
8811 BISHOP CROWLEY SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST XSPL 23503312
8812 BOMA BOYS’ HIGH SCHOOL C2 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST MTKZ 23503108
8813 CALEB AMISI CENTRE OF EXCELLENCE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST MYMB 23503166
8814 CHEPKOILEL SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 2LWP 23503323
8815 CHEPTUMBELIO SECONDARY SCHOOL-KALAHA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 4CM8 23503326
8816 FRIENDS DAY SECONDARY SCHOOL-LUKHOME C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST DHEU 23503322
8817 FRIENDS SECONDARY SCHOOL-MUROKI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST U6NZ 23503307
8818 GITUAMBA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST W24H 23503319
8819 HOLY TRINITY BOYS HIGH SCHOOL – SABOTI C3 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST FXN6 23503301
8820 IMMACULATE HEART GIRLS HIGH SCHOOL SABOTI C3 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 6ZK2 23503310
8821 KITALE FARM SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST S8ZF 23503162
8822 KITALE SCHOOL-SECONDARY C2 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST HXEH 23503110
8823 LUANDA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 2X8S 23503317
8824 LUKOSI S.A SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST YCSE 23503332
8825 MASINDE MULIRO MEMORIAL SECONDARY C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST L4AH 23503137
8826 MATISI FRIENDS HIGH SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 5VAF 23503118
8827 MATISI GIRLS FRIENDS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 2QVE 23503164
8828 NAKAMI FRIENDS SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST NWDY 23503304
8829 RAFIKI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST Z86J 23503156
8830 SANGO SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST B2DE 23503327
8831 SENATOR WAMALWA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 46S8 23503313
8832 SIKULU SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST PM6X 23503321
8833 SOIL CONSERVATION SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 286Q 23503161
8834 ST COLUMBAN’S SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST DHZH 23503116
8835 ST JOSEPH’S GIRLS’ HIGH SCHOOL KITALE C2 PUBLIC REGULAR NONE BOARDING GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST SK5F 23503111
8836 ST. ANDREWS SECONDARY SCHOOL SUKWO C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST TKP6 23503329
8837 ST. ANTHONY SECONDARY SCHOOL KINYORO C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST ALHG 23503328
8838 ST. ATHANAS KISSAWAI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 3UKR 23503311
8839 ST. AUGUSTINE BONDENI SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST B9PY 23503315
8840 ST. BENEDICT’S SECONDARY SCHOOL CHEMCHEMI C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST T7D6 23503314
8841 ST. JOHNS SIKINWA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 7T9Q 23503303
8842 ST. JOSEPH’S BOYS HIGH SCHOOL – KITALE C1 PUBLIC REGULAR NONE BOARDING BOYS RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST 9FRM 23500014
8843 ST. MARY’S MACHEWA SECONDARY SCHOOL C3 PUBLIC REGULAR NONE BOARDING Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST J449 23503302
8844 ST. MICHAEL SECONDARY SCHOOL KITALE C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST M2JZ 23503120
8845 ST. PARTRICK’S SCHOOL KOYKOY C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST J5A5 23503305
8846 ST. PETERS SECONDARY SCHOOL MWITHA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST MZE3 23503331
8847 ST. PHILIPS A.C.K TUUYO-KOONY SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST MRGQ 23503308
8848 ST. THOMAS AQUINAS SECONDARY SCHOOL KAPRETWA C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST AHMQ 23503306
8849 ST.LUCIA GIRLS SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST Y2B9 23503324
8850 ST.PHILIP’S GRASSLAND SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST S7ZT 23503143
8851 ST.VERONICAS CHEBUKAKA SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST EW8R 23503325
8852 TELDET MIXED SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST V68M 23503330
8853 TRANSNZOIA MIXED SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY Mixed RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST PCXL 23503135
8854 TUWAN GIRLS DAY SECONDARY SCHOOL C4 PUBLIC REGULAR NONE DAY GIRLS RIFT VALLEY TRANS NZOIA TRANS NZOIA WEST KBUH 23503142
Knec Schools Portal

Gatanga Girls High School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

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Gatanga Girls High School is a public Girls’ Extra-County Level Boarding Senior School that is physically located at Gatanga Subcounty in Murang’a County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on: 0793790266/0719353343

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Gatanga Subcounty.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Gatanga Girls High School 

Sex: Girls’ School.

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

Accomodation Type: Boarding  School.

Knec Code:  10234401

School’s Official Phone Number:  0793790266/0719353343 ;

Email Address. gatangagirlsschool@gmail.com

Total Number of Subjects Combinations Offered at the School: 36

Fees paid at Gatanga Girls High School 

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

Subject Combinations Offered at Gatanga Girls High School

View all available subject combinations at this school

ARTS & SPORTS SCIENCE

6
SPORTSCode: AS2009
Biology,Geography,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1021
Computer Studies,Fine Arts,Music & Dance
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1049
Literature in English,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2007
Biology,Fasihi ya Kiswahili,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2008
Biology,French,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2004
Biology,Christian Religious Education,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

SOCIAL SCIENCES

5
HUMANITIES & BUSINESS STUDIESCode: SS2050
Christian Religious Education,Geography,Mandarine Chinese
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2112
Business Studies,Christian Religious Education,French
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES

STEM

25
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2045
Agriculture,Building & Construction,Business Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1044
Biology,Building & Construction,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2091
Advanced Mathematics,Agriculture,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2019
Computer Studies,Home Science,Wood Work
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2048
Agriculture,Business Studies,Electricity
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3084
Biology,Business Studies,Metal Work
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2097
Biology,Business Studies,Computer Studies
3 SubjectsSTEM
PURE SCIENCESCode: ST1005
Advanced Mathematics,Biology,Building & Construction
3 SubjectsSTEM
PURE SCIENCESCode: ST1039
Advanced Mathematics,Metal Work,Physics
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3024
Advanced Mathematics,Electricity,Geography
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2092
Agriculture,Home Science,Metal Work
3 SubjectsSTEM
PURE SCIENCESCode: ST1022
Advanced Mathematics,Chemistry,Wood Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3038
Business Studies,Physics,Wood Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3034
Business Studies,Home Science,Wood Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3099
Chemistry,Geography,Metal Work
3 SubjectsSTEM
PURE SCIENCESCode: ST1033
Advanced Mathematics,Business Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1010
Advanced Mathematics,Agriculture,Chemistry
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APPLIED SCIENCESCode: ST2046
Agriculture,Business Studies,Chemistry
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PURE SCIENCESCode: ST1045
Biology,Business Studies,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1014
Advanced Mathematics,Chemistry,Computer Studies
3 SubjectsSTEM
PURE SCIENCESCode: ST1017
Advanced Mathematics,Chemistry,Home Science
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PURE SCIENCESCode: ST1003
Advanced Mathematics,Biology,Business Studies
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📍 How to get more Information about the School

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

How to Select Grade 10 Subjects and schools

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

1. How you can Choose a Career Pathway:

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

2. Select Subject Combinations:

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

3. Select Preferred Senior Schools:

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.
Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

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Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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TSC News Portal

Presbyterian University Latest Kuccps Degree Course List, Requirements, Fees & Duration

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Presbyterian University Latest Kuccps Degree Course List, Requirements, Fees & Duration

# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2023 CUTOFF 2022 CUTOFF 2021 CUTOFF
1 1196115 BACHELOR OF SCIENCE IN COMPUTER SCIENCE KSH 150,100 – 18.638 19.223
2 1196132 BACHELOR OF SCIENCE IN NURSING KSH 251,700 – 27.250 38.227
3 1196135 BACHELOR OF EDUCATION (ARTS) KSH 150,100 – 22.358 23.925
4 1196137 BACHELOR OF EDUCATION (SCIENCE) KSH 150,100 – 22.358 22.636
5 1196153 BACHELOR OF BUSINESS ADMINISTRATION KSH 150,100 – 21.444 22.544
6 1196180 BACHELOR OF EDUCATION (EARLY CHILDHOOD EDUCATION) KSH 150,100 – 22.358 22.636
7 1196196 BACHELOR OF SCIENCE IN OCCUPATIONAL THERAPY KSH 240,000 – 17.043 17.459
8 1196221 BACHELOR OF SCIENCE (HOSPITALITY & TOURISM MANAGEMENT) KSH 150,100 – 21.444 22.544
9 1196242 BACHELOR OF ARTS IN MASS COMMUNICATION KSH 150,100 – 22.916 22.926
10 1196446 BACHELOR OF THEOLOGY KSH 150,100 – 19.670 19.956

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Mount Kenya University (MKU) online application procedure for courses, forms, requirements, fees payment and important information for students.
The Open University of Kenya (0UK) Portal, Courses, Applications, Requirements and Fees
How to Log in to Kibabii University Students Portal online, https://portal.kibu.ac.ke/, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
How to Log in to Jomo Kenyatta University of Agriculture and Technology (JKUAT) Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
University of Kabianga; KUCCPS Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
Kuccps gives guide on selection of University, College Courses to KCSE Candidates
JKUAT University List of all Courses & Requirements (Latest, Updated)
St Paul’s University Approved Courses, Education Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contact
How to Log in to Maasai Mara University Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
St. Paul’s University List of all Courses & Requirements (Latest, Updated)
How to Log in to Meru University Students Portal, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Egerton University List of all Courses & Requirements (Latest, Updated)
Chuka university website, Education, courses, requirements, portals, fees and application procudure
How to Log in to University of Eldoret Students Portal, http://portal.uoeld.ac.ke, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Daystar University List of all Courses & Requirements (Latest, Updated)
Machakos University Education Courses (Requirements, How To Apply and Fees)
Laikipia University List of all Courses & Requirements (Latest, Updated)
Machakos University List of all Courses & Requirements (Latest, Updated)
Kuccps list of Courses offered at Chuka University; Course Codes, Fees, Requirements, Cluster Cut Off Points
Garissa University List of all Courses & Requirements (Latest, Updated)
Great Lakes University List of all Courses & Requirements (Latest, Updated)
Daystar University list of Kuccps Courses, requirements, cutoff points and fees
Zetech University List of all Courses & Requirements (Latest, Updated)
How to Log in to Kaimosi Friends University College Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Scott Christian University List of all Courses & Requirements (Latest, Updated)
How to Log in to Management University of Africa Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Technical University of Kenya University KUCCPS Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
Multimedia University of Kenya Courses, Contacts, Student Portal, Fees, Location, Application and intakes
How to Log in to University of kabianga Students Portal, http://portal.kabianga.ac.ke/; for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
How to Log in to Co-Operataive University of Kenya Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
How to Log in to Lukenya University Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
KEMI To Offer University Degree Courses Online
How to Log in to Tom Mboya University College Students Portal, http://student.tmuc.ac.ke, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
JOOUST: Jaramogi Oginga Odinga University of Science and Technology Courses, Requirements, Fees
How to Log in to Pioneer International University Students Portal, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Maasai Mara University List of all Courses & Requirements (Latest, Updated)
Mount Kenya University List of all Courses & Requirements (Latest, Updated)
USIU University introduces new internationally marketable courses
Kuccps list of Courses offered at Dedan Kimathi University of Technology; Course Codes, Fees, Requirements, Cluster Cut Off Points
How to Log in to Kisii University Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
How to Log in to Scott Christian University Students Portal, https://studentportal.scott.ac.ke/login.php, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Maseno University List of all Courses & Requirements (Latest, Updated)
How to Log in to Presbyterian University of East Africa Students Portal, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
How to Log in to Taita Taveta University Students Portal, http://portal.ttuc.ac.ke, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Jaramogi Oginga Odinga University of Science and Technology, JOOUST: Education courses, requirements, fees and application procedure
Scott Christian University Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
KCA university Education, Courses, fees, Website, requirements and how to apply
Aga Khan University List of all Courses & Requirements (Latest, Updated)
Kabarak university fees structure, Courses, list of students admitted by KUCCPS and important information for students.
Tangaza University KUCCPS Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
How to Log in to Turkana University Students Portal, https://tuc.ac.ke/student-portal/, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Turkana University College KUCCPS Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
How to Log in to East African University Students Portal, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Kuccps list of Courses offered at International Leadership University; Course Codes, Fees, Requirements, Cluster Cut Off Points
Kuccps list of Courses offered at Bomet University; Course Codes, Fees, Requirements, Cluster Cut Off Points
Chuka University List of all Courses & Requirements (Latest, Updated)
List of Courses Offered at Alupe University; Requirements, Fees
How to Log in to Maseno University Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Baraton University List of all Courses & Requirements (Latest, Updated)
Kuccps list of Courses offered at Co-operative University of Kenya; Course Codes, Fees, Requirements, Cluster Cut Off Points
Jaramogi Oginga Odinga University List of all Courses & Requirements (Latest, Updated)
Kirinyaga University List of all Courses & Requirements (Latest, Updated)
Adventist University Of Africa List of all Courses & Requirements (Latest, Updated)
Riara University Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
How to Log in to Kenya Assemblies of God, KAG, East Africa University Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
University of Eldoret; KUCCPS Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
Dedan Kimathi University of Technology List of all Courses & Requirements (Latest, Updated)
Amref International University Kuccps Courses List, Requirements, Cluster Cutoff Points and Fees
How to Log in to Tangaza University Students Portal, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
How to Log in to Pwani University Students Portal, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Jaramogi Oginga Odinga University Kuccps Courses List, Requirements and Fees
Egerton University Kuccps Courses List, Requirements and Fees
Kuccps list of Courses offered at Islamic University of Kenya; Course Codes, Fees, Requirements, Cluster Cut Off Points
How to Log in to Riara University Students Portal, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Kuccps list of Courses offered at Africa International University; Course Codes, Fees, Requirements, Cluster Cut Off Points
Technical University of Mombasa List of all Courses & Requirements (Latest, Updated)
How to Log in to Baraton University Students Portal, http://registration.ueab.ac.ke/a_students, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
kenya Highlands Evangelical University List of all Courses & Requirements (Latest, Updated)
Technical University of Mombasa KUCCPS Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
Taita Taveta University KUCCPS Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
Kenya Assemblies of God, KAG, East Africa University; Academic programmes, courses, requirements, student portals and how to apply
How to Log in to Multimedia University of Kenya Students Portal, https://studentportal.mmu.ac.ke/, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Bomet University Kuccps Courses List, Requirements, Cluster Cutoff Points and Fees
Pan Africa Christian University List of all Courses & Requirements (Latest, Updated)
Rongo University Approved Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
Alupe University Kuccps Courses List, Requirements, Cluster Cutoff Points and Fees
Masinde Muliro University List of all Courses & Requirements (Latest, Updated)
Mount Kenya University, MKU; Approved Courses, Admissions, Requirements, Fees, Student Portal, Website and Applications
Tangaza University List of all Courses & Requirements (Latest, Updated)
How to Log in to Dedan Kimathi University Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Kuccps list of Courses offered at AMREF International University; Course Codes, Fees, Requirements, Cluster Cut Off Points
Pwani University Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
Alupe University Course List, Fees, Requirements, How to Apply
Laikipia University Course List, Requirements, Fees
KUCCPS Announces Second Revision of University Courses
Murang’a University Course List, Fees, Requirements, How to Apply
Kenyatta University Course List, Fees, Requirements, How to Apply
Maseno University Course List, Fees, Requirements, How to Apply
Kaimosi Friends University Course List, Requirements, Fees
Kisii University Courses, application requirements, fees and procedures
Egerton University Course List plus their requirements, fees and duration
Bomet University Course List, Fees, Requirements, How to Apply
Dedan Kimathi university courses, website, portals, student fees and application details
Jomo Kenyatta University Course List, Fees, Requirements, How to Apply
ALUPE University Courses; Kuccps cut off points  per university, requirements, Course Code & Fees
Kuccps Final Course List for Management University of Africa; Course Codes, Fees, Requirements, Cluster Cut Off Points
Kuccps opens student portal for University and College placement applications/ revision of courses
Kabarak University Kuccps Course List, Codes, Clusters and Cutoff Points
Bachelor of Education Technology (Civil Engineering) Degree; Kuccps cut off points per university, requirements, Course Code & Fees
Rongo University List of all Courses & Requirements (Latest, Updated)
Bachelor of Science in Medical Psychology Degree Course; Kuccps cut off points per university, requirements, Course Code & Fees
Bachelor of Science (Information Science) Degree; Kuccps cut off points  per university, requirements, Course Code & Fees
Bachelor of Science in Radiography Degree Course; Kuccps cut off points per university, requirements, Course Code & Fees
How to apply for the University admissions through KUCCPS, online; Course codes and choices guide
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Bachelor of Science in Epidemiology & Biostatistics Degree Course; Kuccps cut off points  per university, requirements, Course Code & Fees
University of Nairobi List of all Courses & Requirements (Latest, Updated)
Koitalel Samoei University College Courses, Requirements, Fees, Website, Students Login and application
How to Log in to Laikipia University Students Portal online, for Registration, E-Learning, Hostel Booking, Fees, Courses and Exam Results
Kuccps Final Course List for Lukenya University; Course Codes, Fees, Requirements, Cluster Cut Off Points
Kuccps Final Course List for University of Embu; Course Codes, Fees, Requirements, Cluster Cut Off Points
Open University of Kenya Bachelor of Science In Cyber Security Course Requirements, Fees
Technical University of Kenya Course List, Fees, Requirements, How to Apply
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Pwani University List of all Courses & Requirements (Latest, Updated)
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Management University of Africa Kuccps Course List, Codes, Clusters and Cutoff Points
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Bachelor of Science in Laboratory Sciences & Technology Degree Course; Kuccps cut off points  per university, requirements, Course Code & Fees
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Kuccps list of Courses offered at Jomo Kenyatta, JKUAT, University; Course Codes, Fees, Requirements, Cluster Cut Off Points
Alupe University List of all Courses & Requirements (Latest, Updated)
Catholic University Of East Africa List of all Courses & Requirements (Latest, Updated)
Bachelor of Science (Electronics) Degree; Kuccps cut off points per university, requirements, Course Code & Fees
Africa International University Kuccps Courses List, Requirements, Cluster Cutoff Points and Fees
Bachelor of Science in MidWifery & Reproductive Health Degree Course; Kuccps cut off points  per university, requirements, Course Code & Fees
Presbyterian University of East Africa Courses, Admissions, Intakes, Requirements, Students Portal, Location and Contacts
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Kuccps list of Courses offered at GRETSA University; Course Codes, Fees, Requirements, Cluster Cut Off Points
Bachelor of Science in Global Health & Travel Medicine Degree Course; Kuccps cut off points  per university, requirements, Course Code & Fees
Kuccps list of Courses offered at Great Lakes University of Kisumu; Course Codes, Fees, Requirements, Cluster Cut Off Points
KCA University List of all Courses & Requirements (Latest, Updated)
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Africa International University Of Africa List of all Courses & Requirements (Latest, Updated)
Kuccps Final Course List for Riara University; Course Codes, Fees, Requirements, Cluster Cut Off Points
The Co-operative University of Kenya Kuccps Course List, Codes, Clusters and Cutoff Points
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Bachelor of Science in Biomedical Engineering Degree; Kuccps cut off points per university, requirements, Course Code & Fees
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Bachelor of Science (Occupational Health & Safety) Degree Course; Kuccps cut off points  per university, requirements, Course Code & Fees

Courses selection guide; University study areas and career paths

Bachelor of Engineering in Mechanical & Production Engineering Degree; Kuccps cut off points  per university, requirements, Course Code & Fees

The Co-operative University of Kenya Course List, Requirements, Duration & Fees

Course offered at Tharaka University, Requirements & Fees Structures

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

Kuccps list of Courses offered at Alupe University; Course Codes, Fees, Requirements, Cluster Cut Off Points

Kuccps list of Courses offered at Catholic University of East Africa, Baraton; Course Codes, Fees, Requirements, Cluster Cut Off Points

Bachelor of Business management Degree; Kuccps cut off points per university, requirements, Course Code & Fees

Kuccps Final Course List for Kiriri Women’s University; Course Codes, Fees, Requirements, Cluster Cut Off Points

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

Bachelor of Technology in Medical Engineering Degree; Kuccps cut off points per university, requirements, Course Code & Fees

Simplified Kuccps courses application guide
TSC News Portal

TSC July 2021 Recruitment /Replacement Interview Merit Lists Per County

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Looking for all the Teachers Service Commission, TSC, 2021 recruitment merit lists for all Counties and Sub- Counties? Download all the lists here;

TSC Merit lists for the July 2021 recruitment.

TSC MERIT LIST FOR ELGEYO MARAKWET

TSC MERIT LIST FOR KIAMBU : GATUNDU NORTH

TSC MERIT LIST FOR MURANG’A

TSC MERIT LIST FOR KILIFI : MAGARINI

TSC MERIT LIST FOR KISUMU : SEME

TSC MERIT LIST FOR KILIFI : MALINDI

TSC MERIT LIST FOR BUSIA : TESO NORTH

TSC MERIT LIST FOR BOMET

TSC MERIT LIST FOR EMBU

TSC MERIT LIST FOR NAKURU : GILGIL

TSC MERIT LIST FOR KAKAMEGA

TSC MERIT LIST FOR KIBWEZI

TSC MERIT LIST FOR MURANGA : KIGUMO

TSC MERIT LIST FOR KILIFI

TSC MERIT LIST FOR KITUI CENTRAL

TSC MERIT LIST FOR KITUI COUNTY

TSC MERIT LIST FOR KITUI : MWINGI CENTRAL

TSC MERIT LIST FOR KILIFI : RABAI

TSC MERIT LIST FOR KURIA WEST

TSC MERIT LIST FOR KILIFI : MALINDI

TSC MERIT LIST FOR MURANGA : MARAGWA

TSC MERIT LIST FOR THARAKA NITHI : MAARA

TSC MERIT LIST FOR MIGORI

TSC MERIT LIST FOR MACHAKOS TOWN

TSC MERIT LIST FOR MACHAKOS

TSC MERIT LIST FOR KILIFI : MAGARINI

TSC MERIT LIST FOR ELGEYO MARAKWET WEST

TSC MERIT LIST FOR MACHAKOS : MASINGA

TSC MERIT LIST FOR MERU SOUTH

TSC MERIT LIST FOR NAKURU : MOLO

TSC MERIT LIST FOR KISUMU : MUHORONI REPLACEMENT SECONDARY

TSC MERIT LIST FOR KIAMBU : KIAMBAA

TSC MERIT LIST FOR TRANS NZOIA EAST

TSC MERIT LIST FOR KISUMU NYAKACH

TSC MERIT LIST FOR MIGORI : NYATIKE REPLACEMENT

TSC MERIT LIST FOR MIGORI NYATIKE- 4000 Recruitment secondary 2021

TSC MERIT LIST FOR MACHAKOS YATTA

TSC MERIT LIST FOR MIGORI : RONGO

TSC MERIT LIST FOR SIAYA : RARIEDA

TSC MERIT LIST FOR SIAYA : UGENYA

TSC MERIT LIST FOR ELGEYO MARAKWET : MARAKWET EAST

TSC MERIT LIST FOR KISII : SOUTH MUGIRANGO

TSC MERIT LIST FOR HOMA BAY : SUBA

TSC MERIT LIST FOR BOMET EAST

TSC MERIT LIST FOR BOMET : CHEPALUNGU

TSC MERIT LIST FOR BOMET : KONOIN

TSC MERIT LIST FOR BOMET : SOTIK

TSC MERIT LIST FOR TANA RIVER : GARSEN

TSC MERIT LIST FOR Recruitment – Secondary : Central Region

TSC MERIT LIST FOR TANA RIVER : GALOLE

TSC MERIT LIST FOR LAIKIPIA WEST

TSC MERIT LIST FOR siaya-subcounty-tsc-recruitment-merit-list-2021

TSC MERIT LIST FOR UASIN GISHU : SOY

TSC MERIT LIST FOR UASIN GISHU SOY-SEC-4000-JULY-2021

TSC MERIT LIST FOR BUSIA : TESO SOUTH

TSC MERIT LIST FOR MIGORI : URIRI

See also; TSC Mass recruitment interview dates and venues per County- 2021

TSC interview dates and venues 2021 for mass recruitment per County (Kakamega)
TSC interview dates and venues 2021 for mass recruitment per County (Trans Nzoia)
TSC interview dates and venues 2021 for mass recruitment per County (Busia)
TSC interview dates and venues 2021 for mass recruitment per County (Kisii)
TSC interview dates and venues 2021 for mass recruitment per County (Nyamira)

DOWNLOAD MORE TSC MERIT LISTS PER COUNTY

TSC merit list July 2021 per County (Tana River)
TSC merit list July 2021 per County (Kitui)
TSC merit list July 2021 per County (Tharaka Nithi)
TSC merit list July 2021 per County (Elgeyo Marakwet)
TSC merit list July 2021 per County (Busia)
TSC merit list July 2021 per County (Kilifi)
TSC merit list July 2021 per County (Bomet)
TSC merit list July 2021 per County (Murang’a)
TSC merit list July 2021 per County (Kilifi)
TSC merit list July 2021 per County (Machakos)
TSC merit list July 2021 per County (Kakamega)
TSC merit list July 2021 per County (Embu)
TSC merit list July 2021 per County (Siaya)
Updated TSC shortlisted candidates July 2021 recruitment (Latest TSC Merit Lists Per County)
Teachers' Resources

KCSE Mokasa Kiswahili Papaer 3 Joint Exams and Marking Schemes Free Access

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MWONGOZO WA MTIHANI WA II WA MOKASA

Hati ya Kuhitimu Kisomo cha Sekondari

102/3   –                       KISWAHILI                           –                       Karatasi ya 3

                                    FASIHI                                              

JULAI/AGOSTI  2023                      Muda: Saa 2½

  1. Shairi

Maswali

  • Thibitisha shairi hili ni la wanamapinduzi. (alama 3)
  • Halina idadi sawa ya mizani
  • Halina urari wa vina
  • Idadi ya mishororo inatofautiana
  • Lina idadi tofauti tofauti ya mizani

(3×1=3)

  • Eleza dhamira ya mtunzi wa shairi hili. (alama 2)

Kuonyesha maonevu/dhuluma wanazofanyiwa watu katika jamii na wenye nguvu/uwezo mkubwa (1×2=2)

  • Utungo huu unakatisha tamaa. Thibitisha kwa mifano mitano. (alama 5)
  • Fahali linatesa nadani ya zizi lake
  • Fahali la dunia linatumia mabavu/linalazimisha mambo
  • Fahali lapiga vindama na wengine wanyama
  • Fahali la dunia halina huruma
  • Fahali linazurura ovyo likitafuta wa kukandamiza
  • Fahali lajigamba likitafuta wa kukandamiza

(5×1=5)

  • Huku ukitoa miofano, onyesha jinsi idhini zifuatazo zilivyotumiwa. (alama 3)
  1. Inkisari – laoneya (linaoneya) –liso(lisilo)
  2. Mazida- lajigambaa (lajigamba)
  • Kuboronga sarufi- wengine wanyama (wanyama wengine)

(3×1=3)

  • Bainisha toni inayotawala kwenye utungo huu. (alama 2)

Masikitiko/huzuni/kutamauka- kuwepo kwa fahali linalotesa, linaoneya na kujigamba kuhusu uwezo wake

(Kutaja alama 1, kueleza alama 1)

  • Nafsi neni katika shairi ni mzindushi. Tetea kauli hii kwa hoja tatu. (alama 3)
  • Anataka fahali lidhibitiwe
  • Anataka watu waungane kupigania haki zao
  • Anahimiwa watu wakatae unyonge

(3×1=3)

  • Taja tamathali inayojitokeza kwenya kauli ‘Semeni basi!’ na ueleze umuhimu wake. (alama 2)

Nidaa/siyahi- imetumika kuhimiza/kusisitiza hatua ichukuliwe

(kubainisha alama 1, kueleza alama 1)

 

 

SWALI LA 2 RIWAYA

Sidhani kama moyo wa mja huyu uliwahi kutaka kujua lolote kuhusu ukuaji wangu. Sikumbuki hata siku moja akiniuliza kuhusu neema na mashaka yangu …

  • Weka dondoo hili katika muktadha wake. (alama 4)
  • Eleza umuhimu wa                                     (alama 4)

 

  • Eleza namna mrejelewa na wengine wenye majukumu kama yake wanavyofaulu au kutofaulu katika utekelezaji wa majukumu yao.                                                 (alama 12)

 

 

 

 

 

MWONGOZO

  • Msemaji: Pete

Msemewa: anajizungumzia/anasimulia kisa mawazoni

Mahali: Kituo cha Afya cha Mwanzo Mpya

Pete anasimulia mawazoni kuhusu namna mamake alivyotelekeza majukumu ya kumlea na kumwachia bibi yake (nyanyake Pete) kwa sababu ya ugomvi uliojitokeza awali kati ya mamake Pete na mumewe.

  • Umuhimu wa msemaji

Msemaji ni Pete

  • Kuonyesha namna mama wazazi wanavyotelekeza majukumu yao ya uzazi wanapoolewa na waume ambao wanawakana watoto wao – mamake Pete anamwachia nyanyake Pete majukumu ya ulezi
  • Kuonyesha matatizo wanayokumbana nayo watoto wanaokataliwa na baba zao- hawapati mahitaji ya kimsingi kama vile sodo
  • Kuonyesha mtazamo hasi wa jamii kuwahusu watoto wanaokataliwa katika ndoa eti kwa sababu hawashabihiani na mmoja wa wazazi
  • Kuonyesha namna watoto hawa wanavyotelekezwa katika kupewa mawaidha ya kiutu uzima wanapobaleghe; hakuna wa kuwapa ushauri
  • Ametumika kuelezea kwa nini wasichana kama hawa wanajipata wana watoto nje ya ndoa – hawakupewa ushauri wa namna ya kujilinda dhidi ya ndoa za mapema
  • Kuelezea kuwepo kwa visa vingi vya uavyaji wa mimba
  • Kuonyesha watoto wa kike kama hawa wanavyopoteza muda mwingi wa masomo kwa sababu ya kutoenda shuleni wakati wa hedhi – Pete anapoteza juma zima wakati kama huu
  • Kuonyesha mila potovu kama vile ndoa za mapema na za lazima – wajomba zake Pete wanapokea posa na baadaye mahari ya buda fulani anayemwoa Pete.
  • Kuonyesha namna ushauri wa wanawake katika masuala ya mila unavyopuuzwa – ushauri wa bibi kuwa Pete mdogo kuozwa kwa buda yule na kuwa anahitaji kukamilisha elimu yake kwanza unapuuzwa
  • Kuonyesha kutofualu kwa ndoa za mapema

 

  • Kufaulu au kutofaulu katika majukumu ya ulezi
  • Lunga anawasomesha wanawe katika shule za kifahari
  • Malezi ya watoto ambao hawana wazazi (kwa mfano wanaolelewa na kijakazi) wanaathirika na utekaji nyara, kwa mfano Dick na Mwaliko.
  • Babake Kairu, ijapokuwa ana chake, hachangii katika malezi ya mwanawe
  • Zohali na nduguze walilelewa vizuri lakini kwa sababu ya joto la ujana Zohali anaangukia ujauzito
  • Fumba anatelekeleza majukumu yake ya uzazi kwani hamtumii bibiye Chandachema pesa za malezi
  • Wanawake wengine hawataki kuwalea watoto wa wenzao japo ni watoto wa waume zao, kwa mfano mkewe Fumba hakumlea mwanawe Fumba
  • Kutokuwepo kwa malezi au malezi mabaya kunasbabisha watoto kujiingiza katika kutumia vileo – kama asemavyo Selume
  • Pete ankosa malezi ya wazazi wake, kwa hivyo analelewa na nyanyake ambaye hana uwezo wa kufanya hivyo kikamilifu kwa sababu ya umri na kutokuwa na uwezo
  • Wazazi wengine wanaogopa majukumu ya uzazi hivyo basi kutupa vijusi na watoto. Neema anamwokota mtoto kwenye jaa la taka
  • Wazazi wengine wanawadhibiti watoto kwa kutumia nguvu, kwa mfano Mwimo Msubili
  • Babake Dengelua anajibidiisha kufanya vibarua ili aweze kukimu mahitaji yake kama karo. Anaona kuwa itakuja kuwafaa baadaye
  • Mtawa Cizarina anajukumika kama malezi katika kituo cha watoto cha Benefactor. Watoto wengine hupata ufadhili na kuondoka na wengine hubakia mumo humo kituoni.
  • Mwangeka na Apondi wanajukumika katika malezi ya Dick. Wanamlea kama mwanao.
  • Mwangemi na mkewe Neema, wanamlea Mwaliko mtoto wao wa kupanga kwa “tunu na tamasha”

 

 

SWALI LA 3

Kila alipokuja jijini Jumapili alikuwa kaandamana na wazazi wake kwa ibada.

(a) Eleza nafasi ya mrejelewa katika kuwajenga wahusika wengine riwayani. (alama 8)

  1. b) (i) Bainisha mbinu ya kimtindo katika dondoo. (alama 2)

(ii) Fafanua jinsi mbinu uliyotajwa katika b(i) ilivyotumika kuendeleza maudhui riwayani.                                                                                                           (alama 10)

Majibu

(a) Anayerejelewa ni Umu/Umulkheri  (uk. 85)

  1. Ametumika kuonyesha kuwa Bi. Dhahabu ni makini. Mwalimu Dhahabu anatambua kuwa Umulkheri alikuwa amezama katika mawazo hivyo anamwambia arejee darasani.
  2. Kuonyesha ubahili wa Naomi – Umulkheri anakumbuka wakati alipomwomba mamake Naomi noti ya shilingi kumsaidia ombaomba ila Naomi akakataa.
  3. Kuonyesha ukarimu wa Hazina – Hazina anamkaribisha Umulkheri katika hoteli ili wanywe chai.
  4. Kuonyesha mapuuza ya polisi – Umulkheri anaporipoti kisa cha kupotea kwa ndugu zake, Dick na Mwaliko, polisi hawakumsaidia kuwatafuta.
  5. Kuonyesha unafiki wa Sauna – Sauna anajifanya kuwa mchangamfu kwao na kuwaahidi kuwalea baada ya kifo cha baba yao. Hata hivyo, baadaye anawateka nyara; Dick na Mwaliko
  6. Kumsawiri Mwangeka kama mwenye mapenzi – Mwangeka anamlea Umu kwa kumwonyesha mapenzi hadi uchungu moyoni unaanza kumtoka.
  7. Kusawiri ukatili wa Naomi – Naomi anawaacha wanawe; Umulkheri, Mwaliko na Dick bila kujali kuhusu malezi yao katika umri huo mdogo.
  8. Kumsawiri Naomi kama mwenye mapuuza – Naomi anapuuza wajibu wake wa malezi anapotoka kwake na kuwaacha wanawe, Umulkheri, Dick na Mwaliko bila mlezi
  9. Kusawiri majuto ya Naomi – Naomi anajuta kuwatelekeza wanawe; Dick, Mwaliko na Umulkheri. Anaanza kuwatafuta wanawe karibu kwenye kila kituo cha polisi.
  10. Kumsawiri Hazina kama mwenye shukrani – anamshukuru Umulkheri baada ya kumpa shilingi mia mbili na kumwahidi kuwa, angemsaidia siku moja.
  11. Kubainisha huruma za Hazina – anatiririkwa na machozi wakati ambapo Umulkheri anamsimulia kisa chake.
  12. Ametumiwa kuonyesha uwajibikaji wa uongozi. Uongozi unawajengea makazi watoto ombaomba na kuwapa elimu.
  13. Kuonyesha kuwa Mwangeka ni mlezi mwema – anamlea Umulkheri kwa mapenzi na kumshauri kuhusu njia ambazo angetumia kukabiliana na mazingira mapya. Anamfundisha Umulkheri maadili mema.
  14. Kuonyesha kuwa Mwangeka ni mshauri mwema – anamshauri Umulkheri dhidi ya kusahau kilichompeleka uzunguni pindi afikapo huko.

Zozote 8 x 1 = 8

  1. b) (i) Bainisha mbinu ya kimtindo katika dondoo. (alama 2)

Mbinu rejeshi/ mbinu ya kioo/ kisengere nyuma

Kupitia mbinu rejeshi tunatambua kuwa, Umu aliandamana na wazazi wake kila walipoenda jijini siku ya Jumapili.                                                                 2x 1 = 2

 

(ii) Fafanua jinsi mbinu uliyotajwa katika b(i) ilivyotumika kuendeleza maudhui riwayani.                                                                                                                           (alama 10)

  1. Ushirikina – Ridhaa anakumbuka matukio kama vile: kupepesa kwa jicho lake la kulia kwa muda wa wiki mbili mtawalia, kuanguka kwake bila kuona kilichomkwaa na jeshi la kunguru lililotua katika paa la maktaba yake. Aidha, anakumbuka milio ya kereng’ende na bundi usiku. Matukio hayo yote ni ishara ya mambo mabaya ambayo yangetokea.
  2. Ubabedume – Ridhaa anakumbuka maneno ya marehemu mama yake kuwa unyonge haukutunukiwa majimbibali makoo (uk. 3).
  3. Usaliti – Ridhaa alidhamini masomo ya wapwaze Kedi ilhali Kedi anateketeza familia ya Ridhaa.
  4. Udhalimu – sheria za kikoloni zilimpa Mzungu kibali cha kumiliki mashamba katika sehemu zilizotoa mazao mengi. Hali hii iliwalazimu Waafrika kama Msubili kuwa maskwota au vibarua katika mashamba ya wakoloni.
  5. Utumwa – vijulanga vilinyakuliwa kutoka kwenye susu zao, hata vifua havijapanuka; na kupelekwa katika maeneo mbalimbali kufanya kazi.
  6. Upangaji uzazi – Mwimo Msubili alikuwa na watoto wa kiume ishirini. Hivyo, ardhi iligawanywa hadi haingewatosha tena. Aidha, Msubili anakabiliwa na changamoto ya kuwalisha wanawe wengi.
  7. Mgogoro katika familia – Wingi wa vinywa vya kulishwa katika familia ya Msubili ulizua mgogoro, uhasama na uhitaji mkubwa.
  8. Elimu – Mamake Ridhaa anatilia mkazo umuhimu wa elimu. Anadai kuwa, elimu inapaswa kuwa chombo cha kueneza amani na upendo.
  9. Uhasama wa kisiasa unasababisha kuvunjika kwa ujirani – Kedi ndiye aliyemtafutia Ridhaa shamba alilolijenga. Aidha, Ridhaa alidhamini masomo ya wapwa wake wawili. Hata hivyo, Kedi anashiriki katika mauaji ya jamaa za Ridhaa.
  10. Vitisho – vikaratasi vilisambazwa kuwatahadharisha akina Ridhaa kuwa, kuna gharika baada ya kutawazwa kwa Musumbi (kiongozi) mpya.
  11. Unyakuzi wa ardhi – baadhi ya mabwanyenye wanajenga majumba mahali ambapo pametengwa kwa ajili ya upanuzi wa barabara. Mengine yalijengwa chini ya vigingi vya nyaya za stima.
  12. Ufisadi – kuna mabwanyenye ambao wanaonekana wakitoa milungula hadharani.
  13. Utamaduni – Mwangeka anakumbuka jinsi watu walivyoomboleza kifo cha nduguye, Dede.
  14. Ndoa – Kupitia mbinu rejeshi, mwandishi anasimulia jinsi Mwangeka na Apondi walikutana na hatimaye kufunga ndoa.
  15. Ubakaji – Sauna alibakwa na babake mlezi na kumpachika mimba.
  16. Nafasi ya mwanamke – Mamake Sauna alikuwa akiridhia yote yaliyosemwa na mumewe au angeishia kupigwa makonde, kutishwa au kutusiwa.
  17. Uavyaji mimba – Mamake Sauna anamsaidia kuavya mimba bila hiari yake.
  18. Umaskini – mamake Sauna anasema kuwa, Bwana Maya alimwokoa kutoka kwa umaskini aliopakazwa na babake Sauna baada ya kujizikia unywaji wa dengelua.
  19. Madhara ya ulevi – babake Sauna anapigwa kalamu kwa kujiingiza katika unywaji wa dengelua mitaani.
  20. Ulaghai – Sauna anashiriki biashara ya kuwauzia watu maji ya mito wakiambiwa kuwa ni ‘mineral water’.
  21. Utekaji nyara wa watoto – Bi Kangara anamwingiza Sauna katika biashara ya kuwateka nyara watoto.

 

Zozote 10 x 1 = 10

 

TAMTHILIA

  1. Si neno mama!…Hakuna kizuri kijacho kwa urahisi. Mazuri hutoka mbali na wakati mwingine yana hadithi za kutisha. Maisha yetu ni mfano wa mbegu iliyopandwa. Mbegu hiyo haina budi kuoza kwanza ndipo ioteshe mche upendezao.
  2. a) Eleza muktadha wa dondoo hili(Alama 4)
  3. Msemaji ni Sara.
  4. Msemewa ni Neema.
  • Wako nyumbani kwao kijijini.
  1. Sara anaeleza uvumilivu unamletea mja fanaka maishani.

 

 

  1. b) Tambua vipengele viwili vya fani. (Alama 2)
  2. Nidaa – Si neno mama!
  3. Tashbihi – Maisha yetu ni mfano wa mbegu iliyopandwa.

 

  1. c) Kwa hoja nne, fafanua wasifu wa msemewa. (Alama 4)
  2. Neema ni Karimu – Anawaeleimisha wanuna wake hadi kiwango cha juu cha elimu.
  3. Ni mwenye utu – Ana waajiria wazazi wake wafanya kazi wa nyumbani.
  • Ana bidii – Anajitahidi kazini; anaondoka nyumbani alfajiri na kurejea usiku.
  1. Ni mwenye kujali – Anawasaidia wazazi wake kwa kumpeleka mamake hospitalini ana kumtumia masurufu babake.
  2. Ana mtazamo mpevu/ busara – Anamweleza dadake Asna jinsi ndoa si utumwa.
  3. Ni mvumilivu – Anavumilia tofauti baina yake na Bunju kwenye ndoa yao.
  • Ana mapenzi ya dhati – Ana mapenzi kwa mumewe Bunju, mwanawe Lemi na mamake.
  • Ni jasiri- Anaendesha gari kwenye barabara za jiji ambazo huwashinda madereva hodari kutoka mashambani.
  1. Ni mlezi mwema – Anamlea mwanawe kwa mapenzi na uelewa mkubwa.
  2. Ni mpenda usasa – Anashikilia mtazamo wa kwenda kinyume na utamaduni; anasema haifai mke kuachiwa kazi zote.

 

  1. Ni vipi kauli iliyokolezwa wino inadhihirika katika tamthilia ya Bembea ya Maisha. (Alama 10)
  2. Sara na Yona wanapata shida kwa kukosa watoto kwanza. Baadaye wanapata mabinti ambao wanawasaidia na kuwaheshimisha kijijini.
  3. Uhusiano wa Sara na Yona ulikuwa mbaya awali kwa kuwa Yona anamchapa Sara. Badaye, Yona anabadilika na kuwa mpole na mwenye mapenzi ya dhati kwa mkewe.
  • Sara anaumia kwa kazi na majukumu ya yumbani peke yake. Baadaye, Yona mumewe anakuwa msaidizi; anasaidia kupika na kuwashughulikia mifugo.
  1. Neema anapata ajali inayohatarisha maisha yake. Baada ya ajali anapata msamaria mwema ambaye ni Bunju; anamshughulikia hadi anapopona.
  2. Yona anazamia ulevi kutokana na shinikizo za maisha. Baadaye anaacha ulevi na kuwa mtu mwema na msaidizi wa mkewe.
  3. Sara anadhoofishwa na ugonjwa akiwa nyumbani. Neema anampeleka hospitali nzuri anakopokea matibabu mazuri.
  • Yona anaeleza walivyojinyima mengi ili wanawe wapate elimu. Baadaye Neema anawasaidia kwa mambo mengi.
  • Kukosa mtoto mvulana kunawafanya Sara na Yona kusemwa sana. Baadaye, mabinti waliowazaa wanatokea kuwa hodari kuliko wanaume wengi.
  1. Sara anashindwa la kufanya mumewe Yona anapomhitaji kupika akiwa mgonjwa. Badaye jirani yake Dina anafika na kumwauni katika mapishi.
  2. Bunju anamkemea Neema kwa kumshinikiza kuchangia matibabu ya Sara. Baadaye anatulia na kuahidi kutafuta pesa na kumpiga jeki Neema.
  3. Wanawake awali wanasemekana kutegemea mifuko ya waume wao kwa mujibu wa Luka, lakini sasa wanajitegemea.
  • Binti zake Yona walidharauliwa kijini lakini wanakuja kuwa mwanga kijijini.
  • Watoto wa kike wanakosa elimu awali kama vile Sara lakini sasa wanapata elimu na hata kuwapiku wanaume kama alivyo Neema.

 

 

  1. (a) “ Japo nilipungukiwa na mengi niliyotamanai, nilitaka nyinyi muote mbawa mpae juu na kuitazama dunia kutoka kule juu kwa niaba yangu. Stahamala yangu haikuniletea hasara…”

(i) Tambua mandhari ya dondoo hili. (alama 1)

Nyumbani kwa Sara na Yona/ Nyumbani kwao Neema kule kijijini ambapo Sara anazungumza na bintiye Neema

(1×1=1)

(ii)  Bainisha toni inayojitokeza kwenye dondoo. (alama  1)

  • Matumaini- nilitaka nyinyi muote mbawa
  • Kutamauka- japo nilipungukiwa na mengi niliyoyatamani…

(1×1=1)

(iii) Eleza umuhimu wa mandhari ya dondoo hili. (alama 8)

  • Kuonyesha maudhui ya ndoa za mapema- Sara aliozwa mapema na hangetaka bintize wakatiziwe masomo yao ili waozwe
  • Kuonyesha sifa za Sara- Ameonyeshwa kama mhusika mstahimilivu- anavumilia dhuluma katika ndoa yake. Aidha anaonyeshwa kama anayewajibika kwa kuhusika katika shughuli ya kuwaelimisha bintize,
  • Kuendeleza msuko- kupitia kwake tunafahamishwa kuhusu ndoa za mapema katika jamii yake.
  • Kuonyesha mgogoro- Sara anasema hata kama mume angetaka kusaidia, watu katika jami yake watapata sababu ya kumcheka. Anasema utamaduni wao ungali una nguvu na hawezi kushindana na mwanamume(uk.66)
  • Kuonyesha mbinu chanya za kusuluhisha migogorokatika jamii. Sara anamwambia Neema japo kuna wanawake wanaowashinda wanaume katika kazi zao, ni muhimu afanye werevu isije ikawa wanashindana. Anahimiza kuwa ushindani usionekane nyumbani.
  • Kuchimuza sifa za wahusika wengine- kupitia kwa Sara, tunafahamu Yona ni mpenda ansa. Anawafungia mifugo zizini ili kwenda kwa wazee wenziwe kushiriki ulevi.(uk.66)
  • Kuonyesha dhamira- kupitia kwa mhusika Sara, mwandishi anadhamiria kuonyesha umuhimu wa ushirikiano (mume na mke kushirikiana kutekeleza majukumu nyumbani)

(b) Onyesha jinsi mhusika Sara alivyotumiwa na mwandishi kuendeleza msuko wa tamthilia hii. (alama 10)

  • Kupitia kwake tunaona jinsi wazazi wanavyojizatiti kuwalea wanao. Amnamweleza mumewe, “…sote tulijizatiti tukalea pamoja na hizo taabu, ila tulikuwa tunatimiza wajibu”
  • Tunnafahamu mchango wa Neema wa kuwafaa wanuna wake kwa halli na mali. Anashiriki kuwaelimisha Asna na Salome hadi wanahitimu
  • Anasaidia kuonyesha mtazamo wa jamii yake kuhusu urithi. Anasema warithi ni watoto wa kiume na si wa kike kama Neema(uk. 2)
  • Kupitia kwake tunafahamu kuhusu mfumo wa afaya katika jamii yake. Anapougua, bintiye Neema anaenda kijijini ili kumchukua hadi mjini kuliko na hospitali nzuri, huduma na wahudumu wazuri wa afya ikilinganishwa na kwao kijijini.
  • Anaonyesha jinsii mabadiliko yalivyotokea katika jamii yao. Bintiye sasa anamiliki gari ambalo analiendesha mjini ambapo wanaume wa kutoka kwao kijijini wanashindwa. (uk.15)
  • Sara anasaidia kufichua ulaghai wa wanasiasa. Anasema wamewaahidi maendeleo vijijini tangu wakiwa watoto na hadi sasa hamna lolote lililofanyika. (uk. 17)
  • Sara anaonyesha dhiki za wanawake wanaokosa watoto katika ndooa zao. Anasema kwa siku nyingi alitamani watoto lakini haikuwezekana. Uso wake uling’aaMungu alipomfungulia milango ya heri. (uk. 18)
  • Ametumiwa kuonyesha jinsi watu wanavoweza kuathiriwa na jinsi wengine wasemavyo kuwahusu- Kupitia kwake, tunafahamu kuwa mumewe Yona aliathirika sana na ushawishi wa wanajamii wa kutaka apate mrithi wa kiume. Kwa kukimbia kutiwa vinywani na watu, akazamia ulevi. (uk.19)
  • Mwandisi amemtumia kuonyesha dhiki za kuishi mjini. Kule vyumba ni vidogo kama kile cha bintiye Asna na watu wanang’ang’ana kutafuta maisha. Siku zote wako mbioni hata hawana nafasi ya kushiriki mlo, wakala na kushiba. (uk. 32)
  • Anaonyesha majukumu muhimu yanayotekelezwa na wanawake katika jamii. Mke anapokosa kuwepo nyumbani mume huhangaika kutekeleza majukumu hayo. Kwa mfano, Sara anamhurumia sana Yona kwa shughuli nyingi nyumbani wakati yeye hakuwepo. (uk. 44)
  • Sara ametumiwa kuonyesha jinsi mtoto wa kike anavyogandamizwa na utamaduni potovu. Anasema msichana alipobaleghe, alitolewa shuleni na kuozwa mapema. (uk. 52)
  • Kupitia kwake, tunafahamu jinsi wanaume katika jamii yake wamezamia anasa ya ulevi. Sara anasema nidesturi ya kila mwanamume hapo kwao. (uk. 66)(10×1=10)

MAANDALIZI YA MOKASA II 2023

102/3

MAPAMBAZUKO YA MACHWEO NA HADITHI NYINGINE

 

Pupa: F.M. Kagwa

  1. a) “Pupa imenitumbukiza kwenye kisima nilichochimba, sasa naingia mwenyewe …”
  2. Bainisha mbinu za kimtindo katika dondoo hili. (alama 2)
  3. Huku ukitolea mifano mwafaka, onyesha ukweli wa kauli hii. (alama 8)

 

  1. Jadili namna ukiukaji wa haki umeendelezwa katika hadithi zifuatazo: (alama 20)
  2. Sabina
  3. Kifo cha Suluhu
  4. Nipe Nafasi

Sabina

  1. Mimba za mapema – Nyaboke -kidato cha pili
  2. Kukataliwa baada ya kupachikwa mimba – Nyaboke
  • Kukatiza masomo/ elimu -Nyaboke
  1. Kutengwa – Sabina
  2. Elimu yam toto wa kike kupuuzwa – Sabina
  3. Kupigwa – Sabina
  • Kutumikishwa – Sabina
  • Kusimangwa – kukejeliwa – anaitwa kiokotwe – Sabina
  1. Kuhusishwa katika biashara
  2. Kukosa natibabu – Nyaboke – anapelekwa kwa mganga maarufu kijijini
  3. Kukosa mavazi mazuri – Sabina kuvaa sare iliyoshiba viraka vya kila rangi
  • Kukosa malezi ya baba na mama – wazazi wawili
  • Kufanya vibarua ili kupata mahitaji ya kila siku – Nyaboke (ajira ya Watoto)

 

 

KIFO CHA SULUHU

  1. Mauaji – Bwana Suluhu – mamake Abigael
  2. Kunyanganywa mali – Bwana Suluhu kumnyanganya Mamake Abigael
  • Kutelekeza malezi ya Watoto – Bwana Suluhu anamwachia mkewe , Bi Suluhu malezi
  1. Kupachikwa mimba na kuachwa bila tumaini/msaada
  2. Kutumia njia za hila ili kuhitimu masomo kabla ya muda wa kuhitimu masomo kuwadia
  3. Kushiriki ukahaba – kuwanyonya wanaume
  • Kutia dawa kwenye vinywaji
  • Kumwibia mtu pesa – Abigael na Natasha wanapanga njama dhidi ya Bwana Suluhu
  1. Kufuja pesa za wananchi
  2. Uchafuzi wa mazingira – ukataji wa miti

 

 

 

 

NIPE NAFASI

  1. Kukosa vyakula
  2. Kutelekeza majukumu – msimulizi anasema baba yao Moshi hakuwa akimtumia mama yake pesa za matumizi mwaka mzima.
  • Kupuuza malalamishi – wazazi wa Moshi wanadinda kusikiliza malalamishi ya mama Kazili
  1. Mamake Kazili kukosa kupewa pesa ambazo mumewe Moshi anatetemeka
  2. Kukosa mavza mazuri yanayositiri baridi. Msimulizi amasmea …tulikuwa tumevaa marumaru
  3. Kifo
  • Kunyimwa nafai ya kujiteteta

7.b) “Pupa imenitumbukiza kwenye kisima nilichochimba, sasa naingia mwenyewe…”

  1. Mbinu za kimtindo
  2. Jazanda -kisima nilichochimba sasa naingia mwenyewe (mahali penye matatizo)
  3. Mdokezo …kisima nilichochimba, sasa naingia mwenyewe
  • Taswira – taswira oni, taswira ya mwendo
  1. Tashihisi- pupa kuwa na uwezo wa kutumbukiza

b)

  1. Kusafirishwa asikojua – Mkwakuona
  2. Kuvalishw anguo zinazoomyesha mwili wake bila hiari
  • Kung’ang’aniwa na wanaume danguroni – chenga -ways
  1. Kuingizwa kwenye chumba amnacho anasubiriwa na mwanamume mkota-dume
  2. Kufungiwa mlango kutoka nje na mwanamapokezi
  3. Kuuzwa kwa mtu mwenye umri mkubwa kuliko babake mzazi siku yake ya kwanza katika jengo la Chenga- Ways
  • Kugeuzwa kifaa cha kutumiw aovyo
  • Anatokwa na machozi yasiyokauka
  1. Anakatiziwa masomo
  2. Kutawishwa katika jengo la Chenga Ways – haruhusiwi kutoka nje
  3. Kulindwa anapoenda msalani

 

 

 

 

Kila Mchezea Wembe: Pauline Kea Kyovi

  1. “Dunia hii nayo kubwa, anasa zake nyingi huwezi kuzimaliza”
  2. Eleza muktadha wa dondoo hili. (alama 4)
  3. Fafanua toni katika dondoo hili. (alama 2)
  • Jadili namna ambavyo anasa imejitokeza katika hadithi hii. (alama 4)

Muktadha

  1. Ni kauli ya Emmi
  2. Anamwambia Tembo
  • Bwana Tembo anayakumbuka akiwa Hospitali ya Uhai ni Neema
  1. Ni baada ya Bwana Tembo kujutia matendo yake ya uraibu wa pombe ambayo yanamsababishia madhara ya kiafya.
  2. Toni

Toni ya kushauri – Emmi alikuwa anamshauri mumewe, Bwana Tembo kuacha tabia zake za kupapia anasa za dunia

  1. Anasa
  2. Kuwa mraibu wa ulevi/pombe
  3. Kusakata rhumba- Bwana Tembo na wenzake (walevi)
  • Kucheza rhumba na wanawake wengine ambao hakuwa anawajua
  1. Kulala kwa mwanamke asiyemjua
  2. Kuendeleza ukahaba – Angelica
  3. Kufuja pesa

 

FASIHI SIMULIZI

Soma kifungu kifuatacho kisha ujibu maswali yanayofuata

Tumbo:           Leo nitakuwa baba na wewe mama. Mimi sipendi mwajificho.

Chausiku:        Sawa basi. (Anaimba huku akishika masikio yake) Maskini punda, alinyimwa                               pembe, akapewa masikio hiyo ndiyo pembe. Pembee pembe, akapewa masikio                                hiyo ndiyo pembe.

Tumbo:           Mamake Chausiku, nahisi njaa. Napeza kula samaki.

Chausiku:        Ala! Umejuaje kuwa ninapika samaki? Baba Chausiku, samaki kutoka Soko                                     Mjinga ni tamu kama asali. Chakula ki tayari. (Anampa kitawi chenye vipande                                   vya vijiti). Ndio hii samaki.

Tumbo:           (Akiimba) Nimeshiba sana. Asante. Nataka kwenda katika shamba la mahindi                                   kukaza seng’enge. (Anachukua kipande cha mti) Nimechukua nyundo yangu                                     kwenda kujenga ua. (Anatumia kijiti hicho kupigia vijiti vingine ardhini huku                             akisema kuwa anajenga ua).

Chausiku:        Nimechoka sasa. Tuimbe kidogo.

Wote:              (Wanaimba huku wakirukaruka)

Watoto wangu ee

Ee

Mimi mama yenu

Ee

Sina nguvu tena

Ee…

 

Maswali

(a) Bainisha utanzu ambapo utungo wa aina hii unapatikana.                                  (alama 1)

(b) Wewe ni mmoja wa wawasilishaji wa utanzu huu wa fasihi simulizi. Eleza sifa unazofaa kuwa nazo.                                                                                                                  (alama 5)

(c) Eleza sifa zozote nne za kipera hiki.                                                                    (alama 4)

(d) Eleza shughuli mbili za kiuchumi zinazodhihirika katika utungo huu.               (alama 2)

(e) Unanuia kufanya utafiti kuhusu kipera hiki. Eleza changamoto zinazoweza kukukabili unapotekeleza shughuli hiyo.                                                                                                 (alama 6)

(f) Eleza udhaifu wa maandishi kama kifaa cha kuhifadhi data.                              (alama 2)

 

 

 

 

 

MWONGOZO

(a) Bainisha utanzu ambapo utungo wa aina hii unapatikana.                                  (alama 1)

Maigizo al. 1

(b) Wewe ni mmoja wa wawasilishaji wa utanzu huu wa fasihi simulizi. Eleza sifa unazofaa kuwa nazo.                                                                                                                  (alama 5)

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

                                                                              zozote 5 x 1 = 5

 

(c) Eleza sifa zozote nne za kipera hiki.                                                                    (alama 4)

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

Zozote 4 x 1 = 4

(d) Eleza shughuli mbili za kiuchumi zinazodhihirika katika utungo huu.               (alama 2)

  1. Uvuvi – samaki kutoka Soko Mjinga
  2. Biashara – samaki kutoka Soko Mjinga
  • Ukulima – nataka kwenda katika shamba la mahindi

(e) Unanuia kufanya utafiti kuhusu kipera hiki. Eleza changamoto zinazoweza kukukabili unapotekeleza shughuli hiyo.                                                                                                 (alama 6)

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

Zozote 6 x 1 = 6

 

(f) Eleza udhaifu wa maandishi kama kifaa cha kuhifadhi data.                              (alama 2)

  1. Kuna baadhi ya mambo kama vile kiimbo, toni na ishara ambayo hayawezi kuandikwa kama yalivyowasilishwa na fanani, kwa hivyo hupotea.
  2. Uhai asilia wa fasihi simulizi hufifishwa na kupotezwa na maandishi.
  • Baadhi ya waandishi huenda wakaandika yale wanahitaji kwa wakati mahususi na kupuuza mengine.
  1. Kuandika fasihi simulizi huifanya kukosa ile taathira asilia kwani kunaipokonya hadhira yake ile fursa ya kushirikiana ana kwa ana na fanani.
  2. Kuiandika fasihi simulizi huidhibiti na kupunguza hadhira yake na kuathiri vibaya usambazaji wake.

                                                                                                            Zozote 2 x 1 = 2

 

 

 

KNEC News Portal

KNEC Releases KCSE 2023 Examination Timetable in PDF Download

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INSTRUCTIONS AND SCHEDULE OF PAPERS FOR THE 2023 KCSE EXAMINATION

All first session examination papers will start at 8.00 a.m. and second session examination papers will start at 2.00 pm as indicated on the timetable.

The time allowed for each paper is indicated against the name of the paper and NO EXTRA TIME IS TO BE ALLOWED. In case of any discrepancy, the time stated on the question paper should be taken as the correct one.

Time for reading through questions is part of the time shown on the question paper except where special paper instructions indicate otherwise.

Supervisors and Invigilators should ensure that candidates have written their names, index numbers and have signed on their answer scripts before they collect the answer scripts from each candidate while the candidates should ensure that they only take the subjects they are registered for.

Schools should upload marks for subjects with a Project component by 21st April 2023 for Milestone 1 and  31st  July 2023 for Milestone 2 where applicable.

2.0 DAYS, DATES, SESSIONS AND DURATION OF 2023 KCSE EXAMINATION PAPERS

S.NO. DAY & DATE SESSION ITEM NO. PAPER DURATION
2.1 

 

 JANUARY 2023 TO 

JULY 2023

 

 

               1. 442/3 Art and Design (Project) 7 months
2. 443/3 Agriculture (Project) 7 months
3. 444/2 Woodwork (Project) 7 months
4. 445/2 Metalwork (Project) 7 months
5. 446/2 Building Construction (Project) 7 months
6. 451/3 Computer Studies (Project) 7 months
2.2 THURSDAY 19/10/2023 REHEARSAL DAY
 

2.3

  

MONDAY 23/10/2023 TO

FRIDAY 27/10/2023

 7. 501/3 French (Oral)  

15 minutes  per candidate
8. 502/3 German (Oral)
9. 503/3 Arabic (Oral)
10. 504/3 Kenyan Sign Language 

             (Practical Signing Skills)
11. 511/1 Music (Practical)
2.4 WEDNESDAY  25/10/2023 12. 441/3 Practical Planning Session    

             Home Science (Foods and

Nutrition)

 30 minutes
13. 441/3 Practical Planning Session    

             Home Science (Foods and

             Nutrition) Large print

 30 minutes
14. 441/3 Practical Planning Session    

             Home Science (Foods and

             Nutrition) Braille

 1 hour
2.5 

 

 MONDAY 30/10/2023 TO TUESDAY 31/10/2023   

 

 15. 441/3 Home Science – Foods and                    Nutrition (Practical) 1 hour  15 minutes
16. 441/3 Home Science – Foods and 

             Nutrition (Practical) Large Print

 1 hour  15 minutes
17. 441/3 Home Science – Foods and 

             Nutrition (Practical)   Braille

 1 hour  45 minutes

2023 KCSE EXAMINATION TIMETABLE, INSTRUCTIONS AND GUIDELINES

 

 

S.NO. DAY & DATE SESSION ITEM NO. PAPER DURATION
2.6 WEDNESDAY 01/11/2023 8.00 am – 10.00 am (1st session) 18. 501/1 French (Listening Comprehension, 

             Dictation and Creative Writing)

 2 hours  

 
8.00 am – 10.30 am (1st session) 19. 501/1 French (Listening Comprehension, 

             Dictation and Creative Writing)

             Braille

 2 hours  

30 minutes
8.00 am – 10.00 am (1st session) 20. 502/1 German (Listening Comprehension 

             and Composition)

 2 hours 

 
8.00 am – 10.30 am  (1st session) 21. 503/2 Arabic (Grammar, Reading  

            Comprehension and Composition)

 2 hours  

30 minutes
8.00 am – 10.30 am  (1st session) 22. 503/2 Arabic (Grammar, Reading  

            Comprehension and Composition) 

             Large print

 2 hours 

30 minutes
8.00 am – 10.00 am (1st session) 23. 504/1 Kenyan Sign Language 

            (Receptive Skills)

 2 hours
8.00 am – 10.30 am  (1st session) 24. 511/3 Music 2 hours 

30 minutes
8.00 am – 10.30 am  (1st session) 25. 511/3 Music 

            Large print

 2 hours  

30 minutes
8.00 am – 11.00 am  (1st session) 26. 511/3 Music 

            Braille

 3 hours
11.00 am – 2.00 pm       BREAK
2.00 pm – 4.15 pm (2nd session) 27. 501/2  French (Reading Comprehension, 

Grammar and Functional Writing)

 2 hours 

15 minutes
2.00 pm – 4.15 pm (2nd session) 28. 501/2  French (Reading Comprehension,  

Grammar and Functional Writing)  Large print

 2 hours  

15 minutes
2.00 pm – 4.45 pm (2nd session) 29. 501/2  French (Reading Comprehension,  

             Grammar and Functional Writing) 

             Braille

 2 hours           

45 minutes

 
2.00 pm – 4.30 pm (2nd session) 30. 502/2  German (Grammar and     

             Reading Comprehension)

 2 hours  

30 minutes
2.00 pm – 4.30 pm (2nd session) 31. 502/2  German (Grammar and                   Reading Comp.)   Large print 2 hours  

30 minutes
2.00 pm – 2.50 pm (2nd session) 32. 503/1  Arabic (Listening Comprehension 

              and Dictation)

 50 minutes 

 
2.00 pm – 3.30 pm (2nd session) 33. 504/2  Kenyan Sign Language 

             (Language Use)

 1 hour  30 minutes
2.00 pm – 2.50 pm (2nd session) 34. 511/2  Music (Aural) 50 minutes
2.7 THURSDAY 

02/11/2023

 8.00 am – 10.30 am (1st session) 35. 441/1  Home Science 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 36. 441/1  Home Science 

             Large print

 2 hours  

30 minutes
8.00 am – 11.00 am (1st session) 37. 441/1  Home Science 

             Braille

 3 hours
8.00 am – 9.30 am (1st session) 38. 442/1  Art and Design  

 

 1 hour  30 minutes
8.00 am – 9.30 am (1st session) 39. 442/1  Art and Design  

             Large print

 1 hour  30 minutes
8.00 am – 10.30 am 

(1st session)

 40. 444/1 Woodwork 2 hours  

30 minutes
8.00 am – 10.30 am 

(1st session)

 41. 444/1 Woodwork Large print 2 hours  

30 minutes

 

S.NO. DAY & DATE SESSION ITEM NO. PAPER DURATION
2.9 MONDAY 

06/11/2023

 8.00 am  – 10.00 am (1st session) 68. 233/1  Chemistry 2 hours
8.00 am  – 10.00 am (1st session) 69. 233/1  Chemistry 

             Large print

 2 hours
10.00 am – 2.00 pm       BREAK
2.00 pm – 4.00 pm  (2nd session) 70. 101/1  English (Functional  Skills) 2 hours
2.00 pm – 4.00 pm  (2nd session) 71. 101/1  English (Functional  Skills)                   

             Large Print

 2 hours
2.00 pm – 4.30 pm (2nd session) 72. 101/1  English (Functional  Skills)                                 Braille 2 hours  

30 minutes
2.00 pm – 4.30 pm (2nd session) 73. 101/1  English (Hearing Impaired) 2 hours  

30 minutes
2.10 TUESDAY 07/11/2023 8.00 am – 10.30 am (1st session) 74. 121/1 Mathematics Alt. A 2 hours 

30 minutes
8.00 am – 10.30 am (1st session) 75. 121/1  Mathematics Alt. A 

             Large print

 2 hours 

30 minutes
8.00 am – 11.00 am (1st session) 76. 121/1  Mathematics Alt. A 

             Braille

 3 hours
8.00 am – 10.30 am (1st session) 77. 122/1  Mathematics Alt. B 2 hours 

30 minutes
8.00 am – 10.30 am (1st session) 78. 122/1  Mathematics Alt. B 

             Large Print

 2 hours 

30 minutes
11.00 am – 2.00 pm                                                       BREAK
2.00 pm – 4.30 pm (2nd session) 79. 101/2 English (Comprehension, 

             Literary Appreciation & Grammar)

 2 hours  

30 minutes
2.00 pm – 4.30 pm (2nd session) 80. 101/2  English (Comprehension, Literary 

Appreciation & Grammar) 

             Large print

 2 hours  

30 minutes
2.00 pm – 5.00 pm (2nd session) 81. 101/2  English (Comprehension, Literary 

             Appreciation & Grammar)  Braille

 3 hours 

 
2.00 pm – 5.00 pm (2nd session) 82. 101/2  English (Hearing Impaired) 3 hours
2.11 WEDNESDAY 

08/11/2023

 

 8.00 am  – 10.00 am (1st session) 83. 233/2  Chemistry 2 hours
8.00 am  – 10.00 am (1st session) 84. 233/2  Chemistry Large print 2 hours
8.00 am  – 10.30 am (1st session) 85. 237/1  General Science 

             

 2 hours  

30 minutes
8.00 am  – 10.30 am (1st session) 86. 237/1  General Science 

             Large print

 2 hours  

30 minutes
10.30 am – 2.00 pm                                                 BREAK
2.00 pm – 4.30 pm (2nd session) 87. 101/3  English (Creative Composition and 

             Essays based on Set Texts)

 2 hours  

30 minutes
2.00 pm – 4.30 pm (2nd session) 88. 101/3  English (Creative Composition and 

             Essays based on Set Texts)

             Large print

 2 hours  

30 minutes
2.00 pm – 5.00 pm (2nd session) 89. 101/3  English (Creative Composition and 

             Essays based on Set Texts) Braille

 3 hours
2.00 pm – 5.00 pm (2nd session) 90. 101/3  English (Hearing Impaired) 3 hours

 

S.NO. DAY & DATE SESSION ITEM NO. PAPER DURATION
2.12 THURSDAY 

09/11/2023

 

 

 

 

 

 8.00 am – 10.30 am  (1st session) 91. 102/2  Kiswahili  (Lugha) 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 92. 102/2  Kiswahili  (Lugha) 

             Large print

 2 hours  

30 minutes
8.00 am – 11.00 am (1st session) 93. 102/2  Kiswahili  (Lugha) 

             Braille

 3 hours
11:00 am – 2.00 pm                                                     BREAK
2.00 pm – 3.45 pm  (2nd session) 94. 102/1  Kiswahili  (Insha) 1 hour  45 minutes
2.00 pm – 3.45 pm (2nd session) 95. 102/1  Kiswahili  (Insha) 

             Large Print

 1 hour  45 minutes
2.00 pm – 4.15 pm (2nd session) 96. 102/1  Kiswahili  (Insha) 

             Braille

 2 hours  

15 minutes
2.13 FRIDAY 

10/11/2023

 8.00 am – 10.15 am (1st session) 97. 233/3  Chemistry (Practical)  2 hours  

15 minutes
8.00 am–10.15 am 

(1st session)

 98. 233/3  Chemistry (Practical) 

             Large print 

 2 hours  

15 minutes
2.14 MONDAY 

13/11/2023

 

 

 8.00 am – 10.30 am (1st session) 99. 121/2  Mathematics Alt. A 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 100. 121/2  Mathematics Alt. A 

             Large Print

 2 hours  

30 minutes
8.00 am – 11.00 am (1st session) 101. 121/2  Mathematics Alt. A 

             Braille

 3 hours
8.00 am – 10.30 am (1st session) 102. 122/2  Mathematics Alt. B 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 103. 122/2  Mathematics Alt. B 

             Large Print

 2 hours  

30 minutes
11.00 am – 2.00 pm BREAK
2.00 pm – 4.30 pm (2nd session) 104. 102/3  Kiswahili (Fasihi) 2 hours  

30 minutes
2.00 pm – 4.30 pm (2nd session) 105. 102/3  Kiswahili (Fasihi) 

             Large print

 2 hours  

30 minutes
2.00 pm – 5.00 pm (2nd session) 106. 102/3  Kiswahili (Fasihi) 

             Braille

 3 hours
2.15 TUESDAY 

14/11/2023

 8.00 am – 10.30 am 

(1st  session)

 107. 313/1  Christian Religious Education 2 hours  

30 minutes
8.00 am – 10.30 am 

(1st  session)

 108. 313/1  Christian Religious Education 

             Large print

 2 hours  

30 minutes
8.00 am – 11.00 am 

(1st  session)

 109. 313/1  Christian Religious Education 

             Braille

 3 hours
8.00 am – 10.30 am 

(1st  session)

 110. 314/1  Islamic Religious Education 2 hours  

30 minutes
8.00 am – 10.30 am 

(1st  session)

 111. 314/1  Islamic Religious Education 

             Large print

 2hours  

30 minutes
8.00 am – 11.00 am 

(1st  session)

 112. 314/1  Islamic Religious Education 

             Braille

 3 hours
8.00 am – 10.30 am 

(1st  session)

 113. 315/1  Hindu Religious Education 2 hours  

30 minutes
8.00 am – 10.30 am 

(1st  session)

 114. 315/1  Hindu Religious Education 

             Large print

 2 hours  

30 minutes
8.00 am – 11.00 am 

(1st  session)

 115. 315/1  Hindu Religious Education 

             Braille

 3 hours

 

S.NO. DAY & DATE SESSION ITEM NO. PAPER DURATION
11.00 am – 2.00 pm                                               BREAK
2.00 pm  – 4.00 pm (2nd session) 116. 231/1  Biology 2 hours
2.00 pm  – 4.00 pm (2nd session) 117. 231/1  Biology 

             Large print

 2 hours
2.00 pm – 4.30 pm (2nd session) 118. 236/1  Biology (For the Blind) 

             Braille

 2 hours  

30 minutes
2.16 WEDNESDAY 15/11/2023 8.00 am – 10.30 am (1st session) 119. 313/2  Christian Religious Education 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 120. 313/2  Christian Religious Education 

              Large print

 2 hours  

30 minutes
8.00 am – 11.00 am (1st session) 121. 313/2  Christian Religious Education 

             Braille

 3 hours
8.00 am – 10.30 am (1st session) 122. 314/2  Islamic Religious Education 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 123. 314/2  Islamic Religious Education 

             Large print

 2 hours  

30 minutes
8.00 am – 11.00 am (1st session) 124. 314/2  Islamic Religious Education 

             Braille

 3 hours 

 
8.00 am – 10.30 am (1st session) 125. 315/2  Hindu Religious Education 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 126. 315/2  Hindu Religious Education 

             Large print

 2 hours  

30 minutes
8.00 am – 11.00 am (1st session) 127. 315/2  Hindu Religious Education 

             Braille

 3 hours
11.00 am – 2.00 pm BREAK
2.00 pm – 4.30 pm (2nd session) 128. 311/1  History and Government 2 hours  

30 minutes
2.00 pm – 4.30 pm (2nd session) 129. 311/1  History and Government 

             Large print

 2 hours  

30 minutes
2.00 pm – 5.00 pm (2nd session) 130. 311/1  History and Government 

             Braille

 3 hours
2.17 THURSDAY 

16/11/2023

 

 8.00 am – 10.00 am (1st session) 131. 231/2  Biology 2 hours
8.00 am – 10.00 am (1st session) 132. 231/2  Biology 

             Large print

 2 hours
8.00 am – 10.30 am (1st session) 133. 236/2  Biology (For the Blind) Braille 2 hours  

30 minutes
10.30 am – 2.00 pm                                               BREAK
2.00 pm – 4.30 pm (2nd session) 134. 311/2  History and Government 

             

 2 hours  

30 minutes
2.00 pm – 4.30 pm (2nd session) 135. 311/2 History and Government 

             Large print

 2 hours  

30 minutes
2.00 pm – 5.00 pm (2nd session) 136. 311/2  History and Government 

             Braille

 3 hours
2.18 FRIDAY 

17/11/2023

 8.00 am – 9.45 am (1st session) 137. 231/3  Biology (Practical)       

              

 1 hour  45 minutes
8.00 am – 9.45 am (1st session) 138. 231/3  Biology (Practical)       

             Large print

 1 hour  45 minutes
8.00 am – 10.15 am (1st session) 139. 236/3 Biology (Practical for Blind     

Candidates) Braille

 2 hours  

15 minutes

 

S.NO. DAY & DATE SESSION ITEM NO. PAPER DURATION
2.19 MONDAY 

20/11/2023

 

 8.00 am – 10.45 am (1st session) 140. 312/1  Geography 

 

 2 hours  

45 minutes
8.00 am – 10.45 am (1st session) 141. 312/1  Geography 

             Large print

 2 hours  

45 minutes
8.00 am – 11.15 am (1st session) 142. 312/1  Geography 

             Braille

 3 hours  

15 minutes
11.15 am – 2.00 pm                     BREAK
2.00 pm  –  4.00 pm (2nd session) 143. 232/1  Physics 2 hours
2.00 pm  – 4.00 pm  (2nd sessio) 144. 232/1  Physics 

             Large Print

 2 hours
2.00 pm – 4.30 pm (2nd session) 145. 237/2  General Science 2 hours  

30 minutes
2.00 pm – 4.30 pm (2nd session) 146. 237/2  General Science 

             Large print

 2 hours  

30 minutes
2.20 TUESDAY 21/11/2023 8.00 am – 10.00 am (1st session) 147. 565/1  Business Studies 2 hours
8.00 am – 10.00 am (1st session) 148. 565/1  Business Studies 

             Large print

 2 hours
8.00 am – 10.30 am (1st session) 149. 565/1  Business Studies 

             Braille

 2 hours  

30 minutes
10.30 am – 2.00 pm                                               BREAK
2.00 pm – 4.00 pm (2nd session) 150. 443/1  Agriculture 2 hours
2.00 pm – 4.00 pm (2nd session) 151. 443/1  Agriculture 

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 2 hours
2.00 pm – 4.30 pm (2nd session) 152. 443/1  Agriculture 

             Braille

 2 hours  

30 minutes
2.21 

 

 WEDNESDAY 22/11/2023 8.00 am – 10.45 am (1st session) 153. 312/2  Geography 2 hours 

45 minutes
8.00 am – 10.45 am (1st session) 154. 312/2  Geography 

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 2 hours  

45 minutes
8.00 am – 11.15 am (1st session) 155. 312/2  Geography 

             Braille

 3 hours  

15 minutes
11.15 am – 2.00 pm BREAK
2.00 pm – 4.00 pm (2nd session) 156. 232/2  Physics 2 hours
2.00 pm – 4.00 pm (2nd session) 157. 232/2  Physics 

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 2 hours
2.22 THURSDAY 

23/11/2023

 8.00 am – 10.30 am (1st session) 158. 565/2  Business Studies 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 159. 565/2  Business Studies 

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 2 hours  

30 minutes
8.00 am – 11.00 am (1st session) 160. 565/2  Business Studies 

             Braille

 3 hours
11.00 am – 2.00 pm                                                  BREAK
2.00 pm – 4.00 pm (2nd session) 161. 443/2  Agriculture 2 hours
2.00 pm – 4.00 pm (2nd session) 162. 443/2  Agriculture     

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 2 hours
2.00 pm – 4.30 pm (2nd session) 163. 443/2  Agriculture 

             Braille

 2 hours  

30 minutes
2.23 FRIDAY 

24/11/2023

 8.00 am – 10.30 am (1st session) 164. 232/3  Physics (Practical) 

 

 2 hours  

30 minutes
8.00 am – 10.30 am (1st session) 165. 232/3  Physics (Practical) 

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 2 hours  

30 minutes

3.0 INSTRUCTIONS AND GUIDELINES TO TEACHERS AND CANDIDATES

 

3.1       INSTRUCTIONSTOTEACHERS

Teachers are advised to ensure that the candidates read these instructions and guidelines carefully and adhere to them. The candidates should be made aware of the penalties for examination irregularities or misconduct.

3.2 INSTRUCTIONSTOCANDIDATES

3.2.1      Avail yourself for searching outside the examination room and be seated at your desk/table 15 minutes before the time fixed for the examination in the various papers.  The first session will start at 8.00 a.m. followed by the second session as indicated on the timetable.

3.2.2      A candidate who arrives late will be required to give a satisfactory reason to the Supervisor.  Only in exceptional circumstances will a paper be  given to any candidate who is more than half an hour late.  Absolute punctuality is essential for all papers.

3.2.3 Check the question paper you have been given to confirm that it is the paper you registered for.

3.2.4 If an examination paper for which you are not registered is handed to you, or if the questions indicate that a map or other material should also have been provided, inform the Supervisor at once.

3.2.5 Attend carefully to any general instructions that may be given on the first page of a paper, e.g. instructions limiting the number of questions that  should be answered.

3.2.6 Check to ensure that each page of your question paper is printed.

3.2.7 Write your name, index number, sign and write the date of the examination on the answer booklet.

3.2.8 Write on both sides of the paper, but do not use the margins.  Begin the answer to each separate part of a question on a fresh line.

3.2.9      Write the number of the question clearly in the left-hand margin at the beginning of each answer.  Do not copy the question.  Be careful to use the same system of numbering as appears in the question paper.  Leave a blank line after the answer to each question.

3.2.10     Write your responses in black or blue ink.  You may use fountain pen or ball point pen.  Pencils should only be used for diagrams.  Bring  mathematical and drawing instruments for subjects for which they will be needed.

3.2.11 Read each question carefully.  A lot of time may be wasted in writing down information that is not asked for and no marks will be given for it.

3.2.12 Do not spend too much time on one or two questions. Leave yourself adequate time to answer other questions.

3.2.13     As soon as notice is given to stop, make sure your name, index number, signature and the date of the examination are written on the answer  booklet and then hand it over to the supervisor/ invigilator.

3.3 GUIDELINESTOCANDIDATES

3.3.1      You are not allowed to leave the examination room before the end of the period allocated to the paper except with special permission from the  Supervisor. No candidate so permitted to leave may take a question paper or answer booklet out of the examination room.

3.3.2      Do not leave a sheet of paper you have written on or your answers in such a position that another candidate can read them. You should not give or  obtain unfair assistance, or attempt to do so, whether by copying or in any other way, and your work should not show proof of such unfair  assistance.

3.3.3 No communication whatsoever in whatever manner between candidates or with outsiders is allowed during the examination.

3.3.4 You are not allowed to have in your possession or in your proximity while in the examination room, any book, notes, papers or any other materials  whatsoever except the correct question papers and any materials expressly authorized by the Kenya National Examinations Council.

3.3.5 You may only use mathematical tables printed by the Kenya National Examinations Council, and these should not contain any additional notes  except the printed information. If you are using a calculator as permitted by the Regulations, it should be the specified nonprogrammable calculator.  If in doubt, check with the Supervisor. Calculators may be used in the following subjects Mathematics, Biology, Physics, Chemistry, Agriculture, Woodwork, Metalwork, Building Construction, Power Mechanics, Electricity, Drawing & Design, Aviation Technology, Computer Studies and Business Studies.

3.3.6 You must return immediately to the Supervisor any question paper that has smudges, errors or is badly printed.

3.3.7      You must not take any used or unused paper out of the examination room.  Any rough work must be done on the official answer booklet and, if not to be submitted with the answers, must be left on the desk to be collected by the Supervisor and destroyed.

3.3.8 Any misconduct or causing of disturbance in or near the examination room will be treated as an examination irregularity.

3.3.9      For practical papers to be taken in shifts, all candidates taking the examination must avail themselves for confinement.  Any candidate who does  not present him/herself for confinement will have committed an examination irregularity.

3.3.10     Cell phones or any other electronic communication device are prohibited in examination centres.  Any candidate found in possession of a cell phone or any other electronic communication device will have his or her results cancelled.

4.0 PENALTYFOREXAMINATIONIRREGULARITIES

4.1         The KNEC Act No. 29 of 2012 Offences and Penalties stated in Sections 27 to 40 for cases of examination irregularities will apply. Some of the highlights in these Sections state that:

4.1.1 A candidate who commits an examination irregularity in any paper will have the results for the whole subject cancelled.  Such a candidate will not be entitled to a result and will be awarded result “Y” overall.

4.1.2 If there is evidence of wide-spread irregularities in any examination centre, the examination results for the whole centre will be cancelled.

4.2 Any person who:

  1. gains access to examination material and knowingly reveals the contents, whether orally or in writing, to an unauthorized party, whether a candidate or not, will be in violation of Section 27 of the Act and the penalty will be imprisonment for a term not exceeding ten years, or a fine not exceeding two million shillings or both;
  2. willfully and maliciously damages examination material will be in violation of Section 30 of the Act and the penalty will be imprisonment for a term not exceeding five years or a fine not exceeding five million shillings or both;
  3. is not registered to take a KNEC examination but, with intent to impersonate, presents or attempts to present himself to take the part of an enrolled candidate will be in violation of Section 31 of the Act, and shall be guilty of an offence and liable to imprisonment for a term not exceeding two years or a fine not exceeding two million shillings or both and shall be prohibited from taking an examination conducted by or on behalf of the Council for a period of three years.

4.3 Candidates should  not commit any examination irregularity to avoid having their results cancelled.

CHIEF EXECUTIVE OFFICER

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