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Dagoretti High School is a Boys’ only Secondary School, located in Dagoretti near Nairobi Town, Dagoretti North Constituency in Nairobi County; in Kenya. Get to know Dagoretti High school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.
For all details about other schools in Kenya, please visit the link below;
Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.
One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/. This one requires the school’s log in credentials.
Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.
Dagoretti High School is a Boys’ only Secondary School, located in Dagoretti near Nairobi Town, Dagoretti North Constituency in Nairobi County; in Kenya.
The school is located in Waithaka Location, Dagoretti Sub-County in Nairobi County along the Nairobi – Kikuyu Road, at an approximate distance of around four hundred metres from Waithaka Shopping Centre. It is 16 kilometres from Nairobi city centre and stands on a 9.63 Hectare piece of land.
In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:
Dagoretti High School was initially started as Ruthimitu Independent School in 1929 after the expulsion of African pupils from mission schools for supporting the female circumcision rite of passage for Kikuyu girls. However, it was closed in the early 1930’s as a result of opposition from the missionaries and the colonial government.
The school opened its doors to its first batch of students in January, 1962. Within 2 years, the school had 200 students. A committee of eminent personalities from the community was selected to run the school. These were Mr. Eliud Njuguna Kuria, Mr. Tiras Waiyaki, Mr. Peter Kuria Ndwaru and Mr. Geoffrey Kiuna.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
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To be the Best Performer
To Provide a Conducive Teaching and Learning Environment Geared Towards Producing Unequalled Academic, a Physical and Spiritual Performer
Elimu ni Mali
Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.
You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.
The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.
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For all details about other schools in Kenya, please visit the link below;
Planning to pay the school a visit? Below are some of the lovely scenes you will experience.
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Lucky teachers who have been promoted by the Teachers Service Commission (TSC) this year have started receiving their appointment letters. The over 16,000 teachers in the 2021 promotion list can now breath a sigh of relief after receiving the letters. Some of the letters at our disposal are those for C3 teachers (formerly job group L) who have now be promoted to grade C4 (Senior Master IV; T-Scale 9).
A total of 6,680 teachers were promoted to grade C4 (Senior Master IV). The promotion letters are being dispatched by the TSC through the respective TSC County Directors.
The promotion letters were written on 5th May, 2021.
The teachers’ effective promotion date is 2nd March, 2021. This means that they will get a salary increment from this date on wards. The teachers will now earn a monthly basic salary of between Sh52,308 and Sh55,604.
NB; Check the latest TSC news here; TSC News Portal
Here are the contents in some of the promotion letters;
Further to your application for appointment to the grade of Senior Master IV (CA/T- Scale 9), and subsequent interview, I am pleased to inform you that you were successful.
Accordingly, the Commission has appointed you as Senior Master IV (C4/T-Scale 9) with effect from 2nd March, 2021 and retained in your current station.
The salary attached to this grade is Ksh.627,696- Ksh.667248 per annum.
Your performance will be evaluated based on the annual performance targets in the performance contracting and/or appraisal instruments. Accordingly, your attention is drawn to the provisions of Regulation 54 of the Code of Regulations for Teachers (2015)
Your duties and responsibilities at this level shall be guided by the provisions of the Teachers Service Commission Act (2012), Code of Regulations for Teachers (2015), Code of Conduct and Ethics for Teachers (2015), Career Progression Guidelines for Teachers (2018) and any other Legislative instruments, Policies and Administrative Circulars issued by the Commission from time to time.
On behalf of the Teachers Service Commission, I congratulate and wish you success in the performance of your duties.
NB:
Your entry salary point will be communicated to you in due course through an Authorized Data Sheet.
2021 TSC Promotion results and letters for over 16,000 teachers out
TSC reveals criteria used to promote teachers in 2021 (See promotion lists per County and letters)
TSC administrative promotions 2021 lists (How to check if you have been promoted)
KCPE Form One Selection 2022| How to check high school selected to join and download Admission Letter 2022/2023 Hello Student ,parents and Guardians who waiting for Long Time KCPE And KCSE Form one selections.
The waiting is over KCPE Form one selections Relesed to day This Article will Guide you on How to check KCPE High school selected candidates And To Download Admission letter for Academic year 2022/2023.
This is a process which enables the government to place these candidates to the schools where they belong that’s National level, Extra-county level and even county level.
After this process what follow is a procedure on how 2020 KCPE candidates can download admission letters or calling letter for for 2022 secondary schools intake.
NOTE:To check high school selected to join SMS your index number to 22263 (the code works for safaricom, Airtel and Telkom). The sms charges ksh. 25.
To download your form one joining admission letter follow the procedure below;
Upon receipt of a notification indicating which school a candidate has been admitted to, head to the Ministry of Education portal available on Form one selection
After opening the portal you will find 3 links for the three categories of schools. Click on the appropriate one, e.g. Form One Selection System for Extra County Schools.
In the next page you will need to select the County where the school is located, the Sub County and finally enter the candidate’s KCPE Index number.
NOTE 1: Kindly note that admission letters will be available once the selection process is finished. Therefore you can use the above procedure to check the school selected to join and even download the Admission Letter.
NOTE 2: If you are asked for a .go.ke email address and you are lost kindly contact you headmaster to provide you with one so that you can download your admission letter.
Close to 46,000 teachers are yet to declare their wealth online ahead of the deadline slated for 31/12/2019. All teachers in employment under TSC are required to declare their Income, Assets and Liabilities
The online portal has been open since 1st November 2019.
The Kenyan law requires all public officers to declare their wealth; periodically. This declaration is made online and there are hefty penalties for officers who fail to declare their income, assets and liabilities within the stipulated time. According to the Public Ethics Act of 2003, It is mandatory for all public officers to declare their income, assets and liabilities once in every two years.
Any teacher in TSC employment who fails to submit a Declaration or gives false or misleading information is liable to a fine of Kshs. 1,000,000 or imprisonment for a term not exceeding (1) one year or both upon conviction.
| COUNTY | SUB COUNTY | SCHOOL NAME | FIRST NAME | MIDDLE NAME | LAST NAME |
| BOMET | BOMET C | AISAIK PRIMARY SCHOOL | Caroline | Cherotich | |
| BOMET | BOMET C | AISAIK PRIMARY SCHOOL | Renson | Kipkirui | Koech |
| BOMET | BOMET C | AISAIK SECONDARY SCHOOL | Nelson | Bellion | |
| BOMET | BOMET C | AISAIK SECONDARY SCHOOL | Ruth | Chemutai | Rotich |
| BOMET | BOMET C | BALEK B | Stephen | Kipng’eno | Sang |
| BOMET | BOMET C | BELGUT PRY SCHOOL | Alice | Chepkemoi | Marindany |
| BOMET | BOMET C | BEREGEIWET PRI SCH | Hassan | Cheruiyot | |
| BOMET | BOMET C | BOMET TOWNSHIP PRY SCH | Christopher | Cheruiyot | Chepkwony |
| BOMET | BOMET C | BOMET TOWNSHIP PRY SCH | Janeth | Chepngeno | |
| BOMET | BOMET C | BOMET TOWNSHIP PRY SCH | Lydiah | Monyenye | Kenyanya |
| BOMET | BOMET C | BOMET TOWNSHIP PRY SCH | Paul | Kiprop | Terer |
| BOMET | BOMET C | BOMET TOWNSHIP PRY SCH | Robert | Mwangi | Muchiri |
| BOMET | BOMET C | Boongo Primary School | Joel | Ogembo | Amenya |
| BOMET | BOMET C | Boongo Primary School | John | Lekishon | Kuyiamo |
| BOMET | BOMET C | BUKACHA PRI SCH | Declar | Cherotich | |
| BOMET | BOMET C | BUKUNYE PRI SCH | Irene | Chepkoech | Mosonik |
| BOMET | BOMET C | BUKUNYE PRI SCH | Patricia | Naisoi | Mutaka |
| BOMET | BOMET C | CENTRAL PRY | Evaline | Cherotich | Ngetich |
| BOMET | BOMET C | CENTRAL PRY | Janet | Tipina | Dikirr |
| BOMET | BOMET C | CENTRAL PRY | Japheth | Kipkurui | |
| BOMET | BOMET C | CHAMBORI PRI SCH | Mathew | Kipyegon | Rotich |
| BOMET | BOMET C | CHAMBORI PRI SCH | Philip | Kipsang | Koech |
| BOMET | BOMET C | CHANG CHEGO PRY SCH | Richard | Cheruiyot | Ronoh |
| BOMET | BOMET C | CHEBAMBAN PRIMARY | David | Kipyegon | Ronoh |
| BOMET | BOMET C | CHEBAMBAN PRIMARY | Geoffrey | W. | Bett |
| BOMET | BOMET C | CHEBAMBAN PRIMARY | John | Rono | |
| BOMET | BOMET C | CHEBOIN PRIMARY | Joash | Kipkoech | Lepherk |
| BOMET | BOMET C | CHEBOIN SEC. SCHOOL | Zakayo | Kipkemoi | Langat |
| BOMET | BOMET C | CHEBOINGONG | Joseph | Kenduiwo | |
| BOMET | BOMET C | CHEBONEI GIRLS | Andrew | Cheruiyot | Kimeto |
| BOMET | BOMET C | CHEBONEI GIRLS | Edwin | Kiplangat | Rotich |
| BOMET | BOMET C | CHEBONEI GIRLS | Hellen | Chepkorir | Siele |
| BOMET | BOMET C | CHEBONEI GIRLS | John | Cheruiyot | Sigei |
| BOMET | BOMET C | CHEBONEI GIRLS | Patricia | _ | Chepkirui |
| BOMET | BOMET C | CHEBOROR PRI SCH | Stanley | Kiprotich | Sigilai |
| BOMET | BOMET C | CHELEMEI PRI SCH | Kipkemoi | Kikwai | |
| BOMET | BOMET C | CHELEMEI PRI SCH | Mercy | Chepkemoi | Sigei |
| BOMET | BOMET C | Chelemeigirls Secondary School | Gladys | Chepkirui | |
| BOMET | BOMET C | CHEMANER SECONDARY SCHOOL | Richard | Kipterer | Mutai |
| BOMET | BOMET C | CHEMANER PRIMARY | Joseph | Kiprono | Towett |
| BOMET | BOMET C | CHEMOMUL PRY. SCHOOL | Bearose | Chepngeno | Towett |
| BOMET | BOMET C | CHEMOMUL PRY. SCHOOL | Joshua | Obunga | Athumba |
| BOMET | BOMET C | CHEMOMUL PRY. SCHOOL | Leonard | Kipkirui | Ng’eno |
| BOMET | BOMET C | CHEPKIRIB PRY SCH | Isaac | Cheruiyot | Soi |
| BOMET | BOMET C | CHEPKITWAL PRIMARY | Juliah | Jepchirchir | Chepkuto |
| BOMET | BOMET C | CHEPKITWAL PRIMARY | Timothy | Cheruiyot | |
| BOMET | BOMET C | CHEPKITWAL SECONDARY SCHOOL | Julius | Kipkirui | Terer |
| BOMET | BOMET C | CHEPKOLON PRI SCH | Joseph | Kipsigei | Ngetich |
| BOMET | BOMET C | CHEPKOLON PRI SCH | Joyce | Chepkemoi | Yegon |
| BOMET | BOMET C | CHEPKOLON PRI SCH | Langat | Wilson | Kipkirui |
| BOMET | BOMET C | CHEPKONGONY PRY | Loice | Cherotich | Marindany |
| BOMET | BOMET C | CHEPKONGONY PRY | Winrose | Chepkemoi | |
| BOMET | BOMET C | CHEPKURBET PRY SCHOOL | Hellen | Chemngetich | Mabwai |
| BOMET | BOMET C | CHEPNGAINA PRI SCH | Joan | Chepkemoi | Kirui |
| BOMET | BOMET C | CHEPNGAINA PRI SCH | Joseph | Turere | Ntayia |
| BOMET | BOMET C | CHEPNGAINA PRI SCH | Norah | Chepkoech | |
| BOMET | BOMET C | CHEPNGAINA SEC. SCHOOL | Hillary | _ | Bett |
| BOMET | BOMET C | CHEPTEMBE PRIMARY SCH | Irene | Cherotich | |
| BOMET | BOMET C | CHEPTEMBE PRIMARY SCH | Langat | Kimutai | Tamason |
| BOMET | BOMET C | Cheptuiyet pri | Beatrice | “Ngetich C” | Kosonei |
| BOMET | BOMET C | Cheptuiyet pri | John | Too | Kipkemoi |
| BOMET | BOMET C | Cheptuiyet pri | Linner | Cherono | Terer |
| BOMET | BOMET C | CHESOEN S.S. | Philip | Kipkorir | Mitei |
| BOMET | BOMET C | Chesoen Girls Secondary School | Priscilla | Caroline | Mutai |
| BOMET | BOMET C | DR. STEURY MEMORIAL PRY | Jane | Chebet | Sang |
| BOMET | BOMET C | DR. STEURY MEMORIAL PRY | Richard | Kipkorir | Koech |
| BOMET | BOMET C | DR. STEURY MEMORIAL PRY | Sarah | Chebet | Chemuyo |
| BOMET | BOMET C | EMITOT PRI SCH | David | Kipyegon | Langat |
| BOMET | BOMET C | IRWAGA PRI SCH | Sarah | Chepkoech | Ruto |
| BOMET | BOMET C | KABUNGUT PRIMARY SCHOOL | John | Kipngetich | Mitei |
| BOMET | BOMET C | KABUNGUT PRIMARY SCHOOL | Ruth | Chelangat | |
| BOMET | BOMET C | KABUNGUT SEC SCH | David | Kipngetich | Mibei |
| BOMET | BOMET C | KABUNGUT SECONDARY SCHOOL | Alfred | Ngetich | |
| BOMET | BOMET C | KABUNGUT SECONDARY SCHOOL | Christopher | Korir | |
| BOMET | BOMET C | KABUNGUT SECONDARY SCHOOL | Jenipher | Chebet | Rop |
| BOMET | BOMET C | KABUNGUT SECONDARY SCHOOL | Sharon | Chepgeno | Chepkwony |
| BOMET | BOMET C | KABUSARE SECONDARY SCHOOL | Cicilia | Chepkorir | Keron |
| BOMET | BOMET C | KABUSARE SECONDARY SCHOOL | Vincent | Koech | |
| BOMET | BOMET C | KAKIMIRAI PRI SCH | Thomas | Chumo | Cheruiyot |
| BOMET | BOMET C | KAKIMIRAI SEC | Philip | SALIGET | Yebei |
| BOMET | BOMET C | KAKIMIRAI SEC | Wilson | Kipngeno | Towett |
| BOMET | BOMET C | KAMOBIRIRI PRI | Remmy | Kipkemei | Sambu |
| BOMET | BOMET C | KAMOGOSO PRI SCH | Daniel | Kibet | Ruto |
| BOMET | BOMET C | KAMOGOSO PRI SCH | Irene | Chemutai | Soi |
| BOMET | BOMET C | KAMOGOSO PRI SCH | Roselyne | Cherotich | |
| BOMET | BOMET C | KAMOYO PRIMARY SCHOOL | Wesley | Cheruiyot | Rotich |
| BOMET | BOMET C | KAPCHELUCH PRY | Allan | Saning’o | Potot |
| BOMET | BOMET C | KAPCHELUCH PRY | Kibet | Joseph | Sang |
| BOMET | BOMET C | KAPKIGORWET PRI SCH | Alfred | Kipkirui | Mutai |
| BOMET | BOMET C | KAPKIGORWET PRI SCH | Paul | Kipkemoi | Langat |
| BOMET | BOMET C | KAPKIMOLWA PRI SCH | Arap | Wesley | Ruttoh |
| BOMET | BOMET C | KAPKIMOLWA PRI SCH | Frank | Kipngetich | Rotich |
| BOMET | BOMET C | KAPLELACH B PRY SCHOOL | Florence | Chepngeno | Yegon |
| BOMET | BOMET C | KAPLELACH B PRY SCHOOL | Margaret | Cherotich | |
| BOMET | BOMET C | KAPNARIET PRI SCH | Cosmas | Kipngetich | Korir |
| BOMET | BOMET C | KAPORUSO SECONDARY SCHOOL | Fancy | Chepkirui | |
| BOMET | BOMET C | KAPORUSO SECONDARY SCHOOL | Isack | Sawe | Kiprono |
| BOMET | BOMET C | KAPORUSO SECONDARY SCHOOL | Mercy | Chepkemoi | |
| BOMET | BOMET C | KAPORUSO SECONDARY SCHOOL | Reuben | Kipng’eno | Ngetich |
| BOMET | BOMET C | KAPORUSO PRI SCH | Edward | Kirui | |
| BOMET | BOMET C | KAPSIMBIRI SECONDARY SCHOOL | Agnes | Cherotich | |
| BOMET | BOMET C | KAPSIMBIRI PRY. SCHOOL | Benard | Cheruiyot | Kirui |
| BOMET | BOMET C | KAPSIMBIRI PRY. SCHOOL | Josphat | Kibet | Ngetich |
| BOMET | BOMET C | KAPSIMBIRI PRY. SCHOOL | Leonard | Kipkoech | Langat |
| BOMET | BOMET C | KAPSIMOTWO SEC. SCHOOL | Norah | Bett | Chepkoech |
| BOMET | BOMET C | Kapsinedet Central Secondary School | Brian | Metet | |
| BOMET | BOMET C | KAPSOIYO CENTRE PRY. SCHOOL | Elijah | Kiprono | Koech |
| BOMET | BOMET C | KAPTILOLWO PRY SCHOOL | Paul | Kipngeno | Langat |
| BOMET | BOMET C | KAPTIMDUI PRI SCH | Ednah | Cherono | Koyumi |
| BOMET | BOMET C | KAPTIMDUI PRI SCH | Kirui | David | |
| BOMET | BOMET C | KAPTIMDUI PRI SCH | Nelson | Kipkorir | Kirui |
| BOMET | BOMET C | KAPTORORGO PRIMARY SCH | Cherotich | Lagat | |
| BOMET | BOMET C | KECHEIYAT PRIMARY SCH. | Wilson | Kipsang | Cheruiyot |
| BOMET | BOMET C | KELYOT PRY SCH | Martin | Kimutai | Chirchir |
| BOMET | BOMET C | KEMBU PRY | Caroline | Cherotich | Sitien |
| BOMET | BOMET C | KEMBU PRY | Robert | Kipng’eno | Koech |
| BOMET | BOMET C | KEMBU PRY | Wiliter | Chepkoech | |
| BOMET | BOMET C | KESEBEK PRY SCH | David | Masit | |
| BOMET | BOMET C | KESEBEK PRY SCH | Samuel | Kipkosgei | Kirui |
| BOMET | BOMET C | KIBISORONIK PRI SCH | Patrick | Langat | |
| BOMET | BOMET C | KIBIWOT B. PRY SCH | Stephen | Kiprono | Kigen |
| BOMET | BOMET C | KIBOCHI PRY | Henry | “Arap Kibet” | Kirui |
| BOMET | BOMET C | KIBOCHI PRY | Presley | Kiplangat | Rono |
| BOMET | BOMET C | KIMARGIS SECONDARY SCHOOL | Janeth | Chelangat | Segut |
| BOMET | BOMET C | KIMARGIS SECONDARY SCHOOL | Veronicah | Cherotich | |
| BOMET | BOMET C | Kimenderit Secondarey School | Marindany | Kipngetich | |
| BOMET | BOMET C | KIMUCHUL PRI SCH | Alice | Chepngeno | Sitonik |
| BOMET | BOMET C | KIMUCHUL PRI SCH | Simon | Tuei | Kipkoech |
| BOMET | BOMET C | KIMUCHUL SEC. SCHOOL | Deborah | Chebet | Mutai |
| BOMET | BOMET C | KIMUCHUL SEC. SCHOOL | Hillary | Kosgei | |
| BOMET | BOMET C | KINYOSE PRIMARY SCHOOL | David | Mutai | |
| BOMET | BOMET C | KIPKOLIGO PRI SCH | Chepkemoi | Kenduiwa | |
| BOMET | BOMET C | KIPKOLIGO PRI SCH | Samwel | Towet | |
| BOMET | BOMET C | KIPKURION PRIMARY SCHOOL | Andrew | Kipngeno | Koech |
| BOMET | BOMET C | KIPLABOTWA MXD DAY SEC | Samwel | Mathew | Auka |
| BOMET | BOMET C | KIPLABOTWA PRI SCH | Washington | Kiplangat | Kirui |
| BOMET | BOMET C | KIPLABOTWA PRI SCH | Yego | Kiprono | |
| BOMET | BOMET C | KIPLELJI SEC SCH | Joyce | Cherono | |
| BOMET | BOMET C | KIPLELJI SEC SCH | Lily | Chepngeno | Byomndo |
| BOMET | BOMET C | KIPRERES SECONDARY SCHOOL | Wesley | Kitur | Kipkirui |
| BOMET | BOMET C | KIPTOGOCH PRIMARY SCH | Leonard | Kiprotich | Koech |
| BOMET | BOMET C | KIPTULWA PRI SCH | Joseph | Kiptanui | Koech |
| BOMET | BOMET C | KIPTULWA PRI SCH | Nicholas | Sang | Kipngenoh |
| BOMET | BOMET C | KIPTULWA PRI SCH | Rachel | “Chepkemoi Birir” | Koech |
| BOMET | BOMET C | KIPTULWA SECONDARY SCHOOL | David | Kiprono | Kirui |
| BOMET | BOMET C | KIPTULWA SECONDARY SCHOOL | Lydhia | Langat | Chepngetich |
| BOMET | BOMET C | KIPYOSIT SECONDARY SCHOOL | Naomi | Chepkirui | |
| BOMET | BOMET C | KIPYOSIT PRI SCH | Edna | Chelangat | Cheruiyot |
| BOMET | BOMET C | KIPYOSIT PRI SCH | Weldon | Kones | Kipsigei |
| BOMET | BOMET C | KIRISWO PRI SCHOOL | Anastacia | Chepkemoi | Chepkwony |
| BOMET | BOMET C | KIRISWO PRI SCHOOL | Stephen | Kipkemoi | Rotich |
| BOMET | BOMET C | KIROMWOK SEC. SCHOOL | Emmanual | Masika | Nyongesa |
| BOMET | BOMET C | KIROMWOK SEC. SCHOOL | Jackson | Kiprono | Bii |
| BOMET | BOMET C | KITAIMA PRI SCH | Juliah | Chepkemoi | Soy |
| BOMET | BOMET C | KITOBEN PRY SCH | Kipkemoi | Bett | |
| BOMET | BOMET C | KOIBEIYON PRI SCH | Caroline | Cherotich | Rere |
| BOMET | BOMET C | KOIBEIYON PRI SCH | Davis | Kipkirui | |
| BOMET | BOMET C | KOIBEIYON PRI SCH | Emily | _ | Chepkoech |
| BOMET | BOMET C | KOIBEIYON PRI SCH | Kiprotich | Ngeno | |
| BOMET | BOMET C | KOIBEIYON SECONDARY SCHOOL | Stanley | Kiplangat | Bett |
| BOMET | BOMET C | KOIBEIYON SECONDARY SCHOOL | Wesley | Kiplangat | Sigei |
| BOMET | BOMET C | KOISOMOI ST. JOSEPH PRY | Franklin | Cheruiyot | Kerich |
| BOMET | BOMET C | KOISOMOI ST. JOSEPH PRY | Leonard | Korir | |
| BOMET | BOMET C | KOITA PRI SCH | John | Onsongo | Nyakundi |
| BOMET | BOMET C | KOITA PRI SCH | Nancy | Chepkorir | |
| BOMET | BOMET C | KOITA PRI SCH | Stanley | Kipkoech | Sigei |
| BOMET | BOMET C | KOMA TENGECHA PRY SCH | Henry | Kipyegon | Ngetich |
| BOMET | BOMET C | KOMA TENGECHA PRY SCH | Robert | Kipkoech | Tonui |
| BOMET | BOMET C | KONGOTIK GIRLS SECONDARY SCHOOL | Davies | Mayaka | Onkoba |
| BOMET | BOMET C | KONGOTIK GIRLS SECONDARY SCHOOL | Jane | Chepkemoi | Rutto |
| BOMET | BOMET C | KONGOTIK PRI SCH | Edna | Chepngetich | Bygon |
| BOMET | BOMET C | KONGOTIK PRI SCH | Samwel | Kipkirui | Langat |
| BOMET | BOMET C | KORARA PRI SCH | Gideon | Chepsergon | Chelagat |
| BOMET | BOMET C | KORARA SECONDARY SCHOOL | Joseph | Kibet | Rono |
| BOMET | BOMET C | KORARA SECONDARY SCHOOL | Zacharia | Rotich | Sitien |
| BOMET | BOMET C | KORARA special sch | David | Kipkoech | Koskei |
| BOMET | BOMET C | KORARA special sch | Eric | Kibet | Rono |
| BOMET | BOMET C | KWENIK AB ILET SEC SCH | Evans | Cheruiyot | Rono |
| BOMET | BOMET C | LALAKIN PRIMARY | Protus | Juma | Manyonge |
| BOMET | BOMET C | LEBEKWET PRIMARY SCHOOL | Charles | Kiprotich | Rono |
| BOMET | BOMET C | LEBEKWET PRIMARY SCHOOL | Irene | Kwamboka | Ondieki |
| BOMET | BOMET C | LEBEKWET PRIMARY SCHOOL | Joel | Kipyegon | Sigei |
| BOMET | BOMET C | LEBEKWET PRIMARY SCHOOL | Joseph | Kipkoech | Towett |
| BOMET | BOMET C | LEKIMBO PRI SCH | Julius | Kibet | Mutai |
| BOMET | BOMET C | LEKIMBO PRI SCH | Justus | Onchuru | Maroko |
| BOMET | BOMET C | LEKIMBO SEC. SCH | Nehemiah | Langat | Cheruiyot |
| BOMET | BOMET C | LELKATET SEC. SCHOOL | Edward | Sigei | Kibet |
| BOMET | BOMET C | LELKATET SEC. SCHOOL | Geoffrey | _ | Cheruiyot |
| BOMET | BOMET C | LELKATET SEC. SCHOOL | Simon | Kipngetich | Yegon |
| BOMET | BOMET C | LONGISA BOYS SEC. | Cheruiyot | Micah | Kering |
| BOMET | BOMET C | LONGISA BOYS SEC. | Faith | Chepkirui | |
| BOMET | BOMET C | LONGISA BOYS SEC. | Festus | Kipkemoi | Langat |
| BOMET | BOMET C | LONGISA BOYS SEC. | Jimmy | Odhiambo | Oloo |
| BOMET | BOMET C | LONGISA BOYS SEC. | Joan | Chebet | Kirui |
| BOMET | BOMET C | LONGISA BOYS SEC. | John | Kiplimo | Tiony |
| BOMET | BOMET C | LONGISA BOYS SEC. | Linus | Kipkorir | Kosgey |
| BOMET | BOMET C | LONGISA BOYS SEC. | Naumy | Chemutai | |
| BOMET | BOMET C | LONGISA BOYS SEC. | Rose | Chepkorir | Langat |
| BOMET | BOMET C | LONGISA BOYS SEC. | Wesly | Chepkwony | Cheruiyot |
| BOMET | BOMET C | LONGISA MIXED SECONDARY SCHOOL | Benard | Langat | |
| BOMET | BOMET C | LONGISA MIXED SECONDARY SCHOOL | Caroline | Chelangat | Kosgey |
| BOMET | BOMET C | LONGISA MIXED SECONDARY SCHOOL | Charles | Kipkirui | Ronoh |
| BOMET | BOMET C | LONGISA PRI SCH | David | Kipngeno | Cheres |
| BOMET | BOMET C | LONGISA PRI SCH | Dickson | Kipyegon | Kurgat |
| BOMET | BOMET C | LONGISA PRI SCH | Livingstone | Kirui | Kipkorir |
| BOMET | BOMET C | LONGISA PRI SCH | Richard | Kipkoech | Marindany |
| BOMET | BOMET C | MAASET SEC SCHOOL | Lynnah | Rotich | Chebii |
| BOMET | BOMET C | MAASET SEC SCHOOL | Sharon | Chepwogen | |
| BOMET | BOMET C | MAASET PRI SCH | Jonathan | Kibet | Bor |
| BOMET | BOMET C | MANGOITA PRI SCH | Kipchirchir | Sitienei | Taita |
| BOMET | BOMET C | MASARE PRI SCH | Geoffrey | Kipyegon | Rono |
| BOMET | BOMET C | MATAIMA PRIMARY SCHOOL | David | Kipchutbek | Tanginin |
| BOMET | BOMET C | MATAIMA PRIMARY SCHOOL | Nancy | Ronoh | Chepkirui |
| BOMET | BOMET C | MATARMAT PRI SCH | Wesley | Kiplangat | Cheruiyot |
| BOMET | BOMET C | MENET SECONDARY SCHOOL | Chebet | Sang | Jeditha |
| BOMET | BOMET C | MENGIT MXD DAY SEC SEC | Alfred | Rono | |
| BOMET | BOMET C | MENGIT MXD DAY SEC SEC | Jeremiah | Mutai | |
| BOMET | BOMET C | MENGIT MXD DAY SEC SEC | Nathan | Kipkemoi | Cheres |
| BOMET | BOMET C | MENGIT MXD DAY SEC SEC | Raphael | Kiprotich | Rono |
| BOMET | BOMET C | MENGIT PRI SCH | John | Kipyegon | Maina |
| BOMET | BOMET C | MENGIT PRI SCH | Joseph | Cheruiyot | Rono |
| BOMET | BOMET C | MENGIT PRI SCH | Lucyanne | Maiyo | Koskey |
| BOMET | BOMET C | MERIGI SEC. SCHOOL | Careen | Kemunto | Omaera |
| BOMET | BOMET C | MERIGI SEC. SCHOOL | Phillip | Kiprono | Langat |
| BOMET | BOMET C | MERIGI SEC. SCHOOL | Sheilla | _ | Chepkorir |
| BOMET | BOMET C | MERIGI PRY. SCH | Joseph | Malel | Morios |
| BOMET | BOMET C | MERIGI PRY. SCH | Sarah | “Malel Chepkorir” | Kirui |
| BOMET | BOMET C | MOBURO PRY SCH | Shadrack | Kipkemoi | Kirui |
| BOMET | BOMET C | MOBURO PRY SCH | Walter | Kipng’eno | Cheruiyot |
| BOMET | BOMET C | MOGINDO PRI SCH | Paul | Kipngetich | Ngeno |
| BOMET | BOMET C | MOGITUI PRI SCH | Bernard | Langat | |
| BOMET | BOMET C | MOGITUI PRI SCH | Vicky | Chepkoech | |
| BOMET | BOMET C | MOGOIYWET SECONDARY SCHOOL. | Kipkirui | Langat | |
| BOMET | BOMET C | MOGOMA PRI SCH | Benjamin | Kibet | Tangus |
| BOMET | BOMET C | MOGOMA PRI SCH | Charles | Kipkoech | Cheres |
| BOMET | BOMET C | MOGOMA PRI SCH | Teresia | Chelangat | Kimutai |
| BOMET | BOMET C | MOGOMA SEC. | Wesley | Kimutai | Chirchir |
| BOMET | BOMET C | MOGOMA SEC. | Zeddy | Cherono | |
| BOMET | BOMET C | MONDOIYWET PRY. SCHOOL | Hellen | Chepkurui | Rutto |
| BOMET | BOMET C | MONONWET PRI SCH | Kibunja | Shem | Njuguna |
| BOMET | BOMET C | MORIT PRI SCH | Lily | Chepngeno | |
| BOMET | BOMET C | MORIT PRI SCH | Simon | Kosgei | |
| BOMET | BOMET C | MOTIGO HILL PRI SCH | Wesley | Kipkemoi | Koech |
| BOMET | BOMET C | MOTIGO SEC SCH | Philiph | Kiplang’at | Koskei |
| BOMET | BOMET C | MOTIGO SEC SCH | Sharon | Koech | Chepkorir |
| BOMET | BOMET C | MOTIGO SEC SCH | Wesley | Kirui | |
| BOMET | BOMET C | MOTOIMET PRIMARY | Joseph | Kipkirui | Tonui |
| BOMET | BOMET C | MOTOIMET PRIMARY | Zeddy | Chepngetich | Birir |
| BOMET | BOMET C | MT. SUGUTEK PRY SCHOOL | Rutoh | David | Kipchirchir |
| BOMET | BOMET C | MUGANGO BOYS SEC. SCHOOL | Esther | Chepngeno | Mastamet |
| BOMET | BOMET C | MUGANGO BOYS SEC. SCHOOL | Kipngeno | Cheruiyot | |
| BOMET | BOMET C | MUGANGO GIRLS SEC. | Caroline | Cherono | Kimetto |
| BOMET | BOMET C | MUGANGO GIRLS SEC. | Peninah | Makena | Murithi |
| BOMET | BOMET C | MULOT SEC SCHOOL | Betty | Chepkirui | |
| BOMET | BOMET C | MULOT SEC SCHOOL | Chepngetich | Marcelline | |
| BOMET | BOMET C | MULOT SEC SCHOOL | Emily | Chebet | Magige |
| BOMET | BOMET C | MULOT SEC SCHOOL | George | Sore | Omenge |
| BOMET | BOMET C | MULOT SEC SCHOOL | Zephania | Kiprop | Yebei |
| BOMET | BOMET C | MULOT PRI SCH | Amina | Nurr | |
| BOMET | BOMET C | MURANY LAZARO PRIMARY | Lillian | Chepketer | Sang |
| BOMET | BOMET C | MURWONGOI PRY | Isaac | Oloishorua | Shakai |
| BOMET | BOMET C | NDABIBI PRY SCHOOL | Philemon | Cheruiyot | Bett |
| BOMET | BOMET C | NDARAWETA GIRLS SEC. SCHOOL | Ednah | Jerop | Langat |
| BOMET | BOMET C | NDARAWETA GIRLS SEC. SCHOOL | John | Kiprono | Maritim |
| BOMET | BOMET C | NDARAWETA GIRLS SEC. SCHOOL | Kipyegon | A | Koech |
| BOMET | BOMET C | NDARAWETA GIRLS SEC. SCHOOL | Walter | Cheruiyot | Koech |
| BOMET | BOMET C | NDARAWETA DAY SEC. SCHOOL | Christine | Chepkemoi | |
| BOMET | BOMET C | NDARAWETA DAY SEC. SCHOOL | Geoffrey | Kiprotich | Mutai |
| BOMET | BOMET C | NDARAWETA DAY SEC. SCHOOL | Gibson | Kipsigey | Cheruiyot |
| BOMET | BOMET C | NDARAWETA DAY SEC. SCHOOL | Samson | Kimutai | Barngetuny |
| BOMET | BOMET C | NDARAWETA PRI SCH | Daisy | Chepkirui | Kilel |
| BOMET | BOMET C | NDERIAT PRIMARY SCHOOL | Vincent | Ronoh | |
| BOMET | BOMET C | NDUBAI PRI SCH | Betty | Chemutai | Mabwai |
| BOMET | BOMET C | NDUBAI SECONDARY SCHOOL | Fancy | Chepwogen | |
| BOMET | BOMET C | NDUBAI SECONDARY SCHOOL | Geoffrey | Kipsang | Sigilai |
| BOMET | BOMET C | NG’OMWET PRI SCH | Jackson | Kipyegon | Tyony |
| BOMET | BOMET C | NJERIAN PRY | Joseph | Langat | |
| BOMET | BOMET C | NJERIAN PRY | Wesley | Kiplangat | Kirui |
| BOMET | BOMET C | NORERA PRIMARY SCH. | David | Kipkirui | Langat |
| BOMET | BOMET C | NORERA SECONDARY SCHOOL | Joyce | Chebet | Langat |
| BOMET | BOMET C | NORERA SECONDARY SCHOOL | Renson | _ | Kibet |
| BOMET | BOMET C | NYABONGO PRI. SCHOOL | Caroline | Chepngetich | Mutai |
| BOMET | BOMET C | NYAURURU PRY | Shadrack | Onsate | Mariita |
| BOMET | BOMET C | NYONGORES SEC. SCHOOL | David | Kipkemboi | Rono |
| BOMET | BOMET C | OLBOBO SEC SCHOOL | Philip | Kiptoo | Cheruiyot |
| BOMET | BOMET C | OLBOBO SEC SCHOOL | Susan | Kwamboka | Momanyi |
| BOMET | BOMET C | OLMOTONYI PRY SCH | David | Rono | Kipkirui |
| BOMET | BOMET C | OLNGOSWET PRI SCH | Ruth | Chepkemoi | Langat |
| BOMET | BOMET C | OLNGOSWET PRI SCH | Samuel | Cheruiyot | Koskey |
| BOMET | BOMET C | OLNGOSWET PRI SCH | Wilter | Chemutai | Waitagei |
| BOMET | BOMET C | RAIYA PRY SCHOOL | Hilda | Soila | Oiyie |
| BOMET | BOMET C | SALAIK PRI SCH | Charles | Kipkorir | Mutai |
| BOMET | BOMET C | SALAIK PRI SCH | Esther | Chepkoech | Ngeno |
| BOMET | BOMET C | SALAIK PRI SCH | Jane | Kenduiwa | |
| BOMET | BOMET C | SALAIK PRI SCH | Lydia | Cherono | Mutai |
| BOMET | BOMET C | SALAIK PRI SCH | Rosebella | Chelangat | |
| BOMET | BOMET C | SAMARIA PRIMARY SCHOOL | Charles | Kipsang | Rono |
| BOMET | BOMET C | SAMOEI PRIMARY SCH | Richard | Kipkosge | Kerich |
| BOMET | BOMET C | SAOSET PRI SCH | Kipkorir | _ | Langat |
| BOMET | BOMET C | SAOSET PRI SCH | Leonard | Kipngetich | Rono |
| BOMET | BOMET C | SEGUTIET PRI SCH | Florence | Chebet | |
| BOMET | BOMET C | SEGUTIET PRI SCH | Henery | Kipkoech | Kerich |
| BOMET | BOMET C | SEGUTIET PRI SCH | Mercy | Chemutai | Langat |
| BOMET | BOMET C | SEMOI PRI SCH | Ernest | Kiplangat | Bett |
| BOMET | BOMET C | SIBAIYAN PRI SCH | Leonard | Kirui | |
| BOMET | BOMET C | Sigowet Day Secondary School | Richard | Kipyegon | Langat |
| BOMET | BOMET C | SIMOTWET PRIMARY SCHOOL | Grace | Jeboi | Limo |
| BOMET | BOMET C | SIMOTWET PRIMARY SCHOOL | Irene | Naserian | Loontubu |
| BOMET | BOMET C | SINGORWET SEC SCH | Evaline | Chepkorir | Kirui |
| BOMET | BOMET C | SIWOT PRIMARY SCH | Emily | Chepkirui | Kones |
| BOMET | BOMET C | SIWOT SEC SCH | Cheruiyot | Wesley | |
| BOMET | BOMET C | SIWOT SEC SCH | Kenneth | Bellion | Kiprotich |
| BOMET | BOMET C | SOGOET PRIMARY | Maurice | Okinyi | Ouma |
| BOMET | BOMET C | SONOIYA PRIMARY | Joseph | Kipkirui | Rotich |
| BOMET | BOMET C | SONOKWEK PRI SCH | Richard | Langat | |
| BOMET | BOMET C | ST BENEDICT KAPKIMOLWO SEC | Kipyegon | Kirui | |
| BOMET | BOMET C | ST BENEDICT KAPKIMOLWO SEC | Sammy | Cheruiyot | Rotich |
| BOMET | BOMET C | ST BENEDICT KAPKIMOLWO SEC | Weldon | Ngerechi | Kiplangat |
| BOMET | BOMET C | ST CATHERINE GIRLS SEC | Chebet | Naum | |
| BOMET | BOMET C | ST CATHERINE GIRLS SEC | Pilah | Chepkemboi | |
| BOMET | BOMET C | Taabet Secondary School | Peter | Mwangi | Murigi |
| BOMET | BOMET C | TAGARUTO PRI SCH | Charles | Korir | |
| BOMET | BOMET C | TAGARUTO PRI SCH | Jonah | Kipkemoi | Rutoh |
| BOMET | BOMET C | TAGARUTO PRI SCH | Margaret | Kiprono | |
| BOMET | BOMET C | TAGARUTO PRI SCH | Nelson | Cheruiyot | |
| BOMET | BOMET C | TAGARUTO PRI SCH | Regina | Cherotich | |
| BOMET | BOMET C | TANGUT PRIMARY SCHOOL | Josphat | Kibet | Sambu |
| BOMET | BOMET C | TEBESWET IGOR PRY. SCHOOL | Erick | Korio | DAPASH |
| BOMET | BOMET C | TEBESWET IGOR PRY. SCHOOL | Rosaline | Chepngeno | Bett |
| BOMET | BOMET C | TEGANDA PRY. SCHOOL | Henry | Kipkorir | Langat |
| BOMET | BOMET C | TEGAT PRI MARY SCHOOL | Moses | Kipngeno | Langat |
| BOMET | BOMET C | TENWEK HIGH SCHOOL | Joyce | Chepngetich | Siga |
| BOMET | BOMET C | TENWEK HIGH SCHOOL | Walter | Ongoroh | |
| BOMET | BOMET C | TENWEK HIGH SCHOOL | Winny | Chepkoech | |
| BOMET | BOMET C | TENWEK BOARDING PRIMARY SCHOOL | Samuel | Kanguru | Muiruri |
| BOMET | BOMET C | TENWEK PRI SCH | Carolyne | Anyango | Okuna |
| BOMET | BOMET C | TENWEK PRI SCH | Hancy | _ | Mbarani |
| BOMET | BOMET C | TENWEK PRI SCH | Nicholas | Kipkirui | Mitei |
| BOMET | BOMET C | TENWEK PRI SCH | Rachael | Chebet | Bore |
| BOMET | BOMET C | TIRGAGA PRI SCH | Betty | Cheruiyot | |
| BOMET | BOMET C | TIRGAGA PRI SCH | Esther | Cherono | Bii |
| BOMET | BOMET C | TIRGAGA PRI SCH | Joyce | Chelangat | Koech |
| BOMET | BOMET C | TIROTO PRI. SCH | Samwel | Kipkoech | Tonui |
| BOMET | BOMET C | TORONIK PRI SCH | Henry | Ombongi | Obondi |
| BOMET | BOMET C | TORONIK PRI SCH | Michael | Onwonga | Ntenga |
| BOMET | BOMET C | TORONIK PRI SCH | Robert | Kipkorir | Chirchir |
| BOMET | BOMET C | TORONIK PRI SCH | Sarah | Cherono | Gorkoren |
| BOMET | BOMET C | TUMOIYOT CENTRAL PRI | Alphina | Chepkirui | Keter |
| BOMET | BOMET C | TUMOIYOT CENTRAL PRI | Maxwell | Kirotwa | Mariera |
| BOMET | BOMET C | TUMOIYOT CENTRAL PRI | Rose | Chepkoech | |
| BOMET | BOMET C | TUMOIYOT PRI SCHOOL | Lilian | Chepngetich | Rotich |
| BOMET | BOMET C | TUMOIYOT PRI SCHOOL | Sally | Chemutai | Kerich |
| BOMET | BOMET C | TUMOIYOT SEC. SCHOOL | Gabriel | Kibet | Seur |
| BOMET | BOMET C | WASEGA PRIMARY SCHOOL | Andrew | Kipkemoi | Tonui |
| BOMET | CHEPALUNGU | Chebanyiny Mixed Secondary School | Leonard | Ng’etich | |
| BOMET | CHEPALUNGU | CHEBARAA PRI SCH | Florence | Cherotich | |
| BOMET | CHEPALUNGU | CHEBELION PRIMARY SCHOOL | Henry | Kipkoskei | Mutai |
| BOMET | CHEPALUNGU | CHEBELION PRIMARY SCHOOL | Joseph | Kipsang | Tanui |
| BOMET | CHEPALUNGU | CHEBELION PRIMARY SCHOOL | Thomas | Maroa | Mang’are |
| BOMET | CHEPALUNGU | CHEBOIS PRI SCHOOL | Richard | Kimutai | Ronoh |
| BOMET | CHEPALUNGU | CHEBORIOT PRIMARY SCHOOL | Judith | Atieno | Sonye |
| BOMET | CHEPALUNGU | CHEBORIOT PRIMARY SCHOOL | Philip | Kipngetich | Langat |
| BOMET | CHEPALUNGU | CHEBOYO PRI SCH | Joseph | Kimosbei | Too |
| BOMET | CHEPALUNGU | CHEBOYO SEC SCH | Abraham | Kipkorir | Lagat |
| BOMET | CHEPALUNGU | CHEBOYO SEC SCH | Kibet | Koech | Amos |
| BOMET | CHEPALUNGU | CHEBUGON B PRY SCH | Nelson | Kipkoech | Rono |
| BOMET | CHEPALUNGU | CHEBUNYO B.S. | Hassan | Kimutai | Langat |
| BOMET | CHEPALUNGU | CHEBUNYO B.S. | Joyce | Chepngeno | Cheruiyot |
| BOMET | CHEPALUNGU | CHEBUNYO B.S. | Weldon | Kiplangat | Kirui |
| BOMET | CHEPALUNGU | CHEBUNYO GIRLS SECONDARY SCHOOL | Alfred | Mware | Mecha |
| BOMET | CHEPALUNGU | CHEBUNYO PRI SCH | Kipyegon | Ngeno | |
| BOMET | CHEPALUNGU | CHELEGET PRIMARY SCHOOL | Isaac | Kiplangat | Morusoi |
| BOMET | CHEPALUNGU | CHELEGET PRIMARY SCHOOL | Stanley | Twolwongut | |
| BOMET | CHEPALUNGU | CHEMAETANY DAY SEC | Jackson | Cheruiyot | Rono |
| BOMET | CHEPALUNGU | CHEMAETANY DAY SEC | Philemon | Ngenoh | |
| BOMET | CHEPALUNGU | CHEMAETANY PRI SCH | Emily | Chepkemoi | Koech |
| BOMET | CHEPALUNGU | CHEMAGEL PRI SCH | Fredrick | Saitoti | Saitolok |
| BOMET | CHEPALUNGU | CHEMENGWA SEC | Ronoh | Kiprotich | Sylvester |
| BOMET | CHEPALUNGU | CHEMENGWA SEC | Sammy | Kiprono | Chepkwony |
| BOMET | CHEPALUNGU | CHEMENGWA SEC | Thomas | Yegon | |
| BOMET | CHEPALUNGU | CHEMISIMGUT PRI SCH | John | Kiprono | Ngeno |
| BOMET | CHEPALUNGU | CHEMISIMGUT PRI SCH | Joseph | Kipngetich | Sigowo |
| BOMET | CHEPALUNGU | CHENIT PRY | David | Kiprotich | Ruttoh |
| BOMET | CHEPALUNGU | CHENIT PRY | Nancy | Cherotich | Maina |
| BOMET | CHEPALUNGU | CHEPALUNGU BOYS | Michael | Kiprotich | Mutai |
| BOMET | CHEPALUNGU | CHEPALUNGU BOYS | Richard | Mutai | Kipng’eno |
| BOMET | CHEPALUNGU | CHEPKORGONG PRY SCH | Helga | Chepngetich | |
| BOMET | CHEPALUNGU | CHEPNYALILIET SEC SCH | Alfonce | Kipkirui | Langat |
| BOMET | CHEPALUNGU | CHEPONJIRAI PRY | Irene | _ | Chepkirui |
| BOMET | CHEPALUNGU | CHEPONJIRAI PRY | Philip | Rotich | |
| BOMET | CHEPALUNGU | CHEPONJIRAI PRY | Reuben | Mugung | |
| BOMET | CHEPALUNGU | CHEPONJIRAI PRY | Richard | Kipngeno | Rotich |
| BOMET | CHEPALUNGU | CHEPTAGUM PRIMARY SCHOOL | Vincent | Moseti | Maranga |
| BOMET | CHEPALUNGU | CHEPTOLELYOL PRI SCH | Benard | Langat | |
| BOMET | CHEPALUNGU | CHEPTOLELYOL PRI SCH | Joseah | Cheruiyot | |
| BOMET | CHEPALUNGU | CHEPTUIYET NGANDA | Bernard | Kibett | Langat |
| BOMET | CHEPALUNGU | CHEPTUONIK PRI SCH | Emmy | Chepngeno | Korir |
| BOMET | CHEPALUNGU | CHEPWOSTUIYET SEC | Joseph | Kipkoech | Cheruiyot |
| BOMET | CHEPALUNGU | CHEPWOSTUIYET SEC | Mildred | Lihanda | Khiyaniri |
| BOMET | CHEPALUNGU | CHEPWOSTUIYET SEC | Tele | Chepkoech | |
| BOMET | CHEPALUNGU | CHESEGEM CENTRAL PRY SCHOOL | Charles | Kiprono | Tangus |
| BOMET | CHEPALUNGU | CHESEGEM CENTRAL PRY SCHOOL | John | Kiprono | Koech |
| BOMET | CHEPALUNGU | CHESERTON PRY | Joyce | Cherono | |
| BOMET | CHEPALUNGU | Don Bosco Sinendet Primary School | Daniel | Ochola | Onyango |
| BOMET | CHEPALUNGU | Don Bosco Sinendet Primary School | Stephen | Kipkorir | Tome |
| BOMET | CHEPALUNGU | GOITABKALYET PRY | Julius | Kiplangat | Kimeto |
| BOMET | CHEPALUNGU | GOITABSILIBWET PRI | Bornes | Chelangat | Kogo |
| BOMET | CHEPALUNGU | GOITABSILIBWET PRI | Veronica | Chepngeno | Kirui |
| BOMET | CHEPALUNGU | ITEMBE PRY | Chelangat | Sinei | |
| BOMET | CHEPALUNGU | ITEMBE PRY | Joyce | Chelangat | |
| BOMET | CHEPALUNGU | ITEMBE PRY | Stanley | “Cherop Kibet” | Chepkurwo |
| BOMET | CHEPALUNGU | ITEMBE SEC. SCH | Ernest | Kipkemoi | Rotich |
| BOMET | CHEPALUNGU | ITEMBE SEC. SCH | Humphrey | Rotich | |
| BOMET | CHEPALUNGU | ITEMBE SEC. SCH | Ngenoh | Cheruiyot | Thomas |
| BOMET | CHEPALUNGU | KABOLWO MIXED DAY | Norah | Chebet | |
| BOMET | CHEPALUNGU | Kaboson S.s. | Kipngetich | Kirui | Simon |
| BOMET | CHEPALUNGU | Kaboson S.s. | Robert | Koskei | |
| BOMET | CHEPALUNGU | Kaboson S.s. | Simon | Kipngetich | Koech |
| BOMET | CHEPALUNGU | KABOSON PRI SCH | Hellen | Cherotich | Chororei |
| BOMET | CHEPALUNGU | KAGAWET PRY | Gladys | Koech | |
| BOMET | CHEPALUNGU | KAGAWET PRY | Joel | Kiplangat | Korir |
| BOMET | CHEPALUNGU | KAGAWET PRY | Lily | Chumo | |
| BOMET | CHEPALUNGU | KAMAGET PRI SCH | David | Kiprono | Langat |
| BOMET | CHEPALUNGU | KAMAGET PRI SCH | Kipyegon | Kirui | |
| BOMET | CHEPALUNGU | KAMOGIBOI PRI SCH | Benson | Kipngetich | Tonui |
| BOMET | CHEPALUNGU | KAMOGIBOI PRI SCH | Stanley | Kipkoech | Langat |
| BOMET | CHEPALUNGU | KAMOGIBOI SEC | Dorcas | Langat | Chepngetich |
| BOMET | CHEPALUNGU | KAMOGIBOI SEC | Langat | Naomi | Chebet |
| BOMET | CHEPALUNGU | KAMONGIL PRI SCH | Nicholas | Kibet | Kirui |
| BOMET | CHEPALUNGU | KAMONGIL PRI SCH | William | Chepkwony | Kipkemoi |
| BOMET | CHEPALUNGU | KAMORIT PRY SCHOOL | Benard | Mogaka | Onami |
| BOMET | CHEPALUNGU | KAMORIT PRY SCHOOL | Jackline | Chebet | Siele |
| BOMET | CHEPALUNGU | KAMOTYO | Ronald | Kipngeno | Yegon |
| BOMET | CHEPALUNGU | KAMOTYO | Samuel | Cheruiyot | Ngeno |
| BOMET | CHEPALUNGU | KAMUNDUGI PRI SCH | Paul | Kipgeno | Langat |
| BOMET | CHEPALUNGU | KAMUSANGA PRI SCH | Bigley | Chelule | |
| BOMET | CHEPALUNGU | KAPINDISIN PRY | Edwin | Cheruiyot | Rono |
| BOMET | CHEPALUNGU | KAPKEMOI | Alice | Chepkurui | |
| BOMET | CHEPALUNGU | kapkesosio sec school | Lillian | Chepkemoi | Koskei |
| BOMET | CHEPALUNGU | kapkesosio sec school | Stephen | Kipsigei | Mutai |
| BOMET | CHEPALUNGU | KAPKWEN PRY | David | Kipkirui | Birir |
| BOMET | CHEPALUNGU | KAPKWEN PRY | Teresa | Jemutai | Kurui |
| BOMET | CHEPALUNGU | KAPLELE PRY | Denis | Kipkorir | Chirchir |
| BOMET | CHEPALUNGU | KAPLEWA PRY | Bornes | Cherotich | Mutai |
| BOMET | CHEPALUNGU | KAPLEWA PRY | Paul | Kipterer | Rotich |
| BOMET | CHEPALUNGU | KAP-OLE-SEROI S.S. | Daisy | Cherotich | Cheruiyot |
| BOMET | CHEPALUNGU | KAP-OLE-SEROI S.S. | Lilian | Chemutai | Maritim |
| BOMET | CHEPALUNGU | KAP-OLE-SEROI S.S. | Naomi | Chepngeno | |
| BOMET | CHEPALUNGU | KAP-OLE-SEROI S.S. | Paul | Langat | Kipkoech |
| BOMET | CHEPALUNGU | KAPOLESEROI PRI SCH | Reuben | Kibet | Tonui |
| BOMET | CHEPALUNGU | KAPSABUL PRI SCH | Joseph | Kiplangat | Ngetich |
| BOMET | CHEPALUNGU | KAPSABUL SEC | Jeniffer | Chepchichir | |
| BOMET | CHEPALUNGU | KAPSABUL SEC | Shadrack | Kipkoech | Mibei |
| BOMET | CHEPALUNGU | KAPTEMBWO PRY | Irene | Chebet | Busienei |
| BOMET | CHEPALUNGU | KAPTEMBWO PRY | Jonathan | Kipyegon | Koech |
| BOMET | CHEPALUNGU | KAPTOMBULIET PRI SCH | Sheila | Chepkorir | |
| BOMET | CHEPALUNGU | KAPTOROKWO PRY SCH | Stanley | Rotich | |
| BOMET | CHEPALUNGU | KAPTOROKWO PRY SCH | Weldon | Kikirui | Mutai |
| BOMET | CHEPALUNGU | KAPTWOLO PRIMARY | Angeline | Cheruiyot | Chepwogen |
| BOMET | CHEPALUNGU | KELICHEK PRY | Cheruiyot | Kirui | |
| BOMET | CHEPALUNGU | KERUNDUT PRIMARY SCHOOL | David | Kipkemoi | Mutai |
| BOMET | CHEPALUNGU | KESEGUT PRY SCH | Anne | Ruto | Chelangat |
| BOMET | CHEPALUNGU | KESEGUT PRY SCH | Hillary | Rotich | |
| BOMET | CHEPALUNGU | KIBISIMBA PRI SCH | Raphael | K. | Rutoh |
| BOMET | CHEPALUNGU | KIBOSON PRI SCH | John | Kiplangat | Ngetich |
| BOMET | CHEPALUNGU | KIMANANGA PRY SCHOOL | Liza | J | Cheruiyot |
| BOMET | CHEPALUNGU | KIMAYA DAY SEC | Michael | Kipkirui | Langat |
| BOMET | CHEPALUNGU | KIMAYA PRI | Joyce | Chepkirui | Kerich |
| BOMET | CHEPALUNGU | KINYOGI PRY | Kiplangat | Kirui | |
| BOMET | CHEPALUNGU | KIPKEIGEI SEC SCH | Janeth | _ | Jebichii |
| BOMET | CHEPALUNGU | KIPKEIGEI PRI SCH | Anne | Wangari | Kimani |
| BOMET | CHEPALUNGU | KIPKEIGEI PRI SCH | Peter | Kiplangat | Rutto |
| BOMET | CHEPALUNGU | KIPKELAT PRI SCH | Ann | Cherono | |
| BOMET | CHEPALUNGU | KIPKELAT PRI SCH | Purity | Chemutai | |
| BOMET | CHEPALUNGU | KIPKUROR DAY SEC | Enock | Ronoh | Kipkoech |
| BOMET | CHEPALUNGU | KIPKUROR DAY SEC | Joan | Cherotich | Koech |
| BOMET | CHEPALUNGU | KIPLOMBE PRY | Juliana | Bor | Chepchirchir |
| BOMET | CHEPALUNGU | Kipricheit Day Sec | Mary | Chebet | Towett |
| BOMET | CHEPALUNGU | KIPRICHEIT PRIMARY SCHOOL | Beatrice | Chepkirui | Langat |
| BOMET | CHEPALUNGU | KIPRICHEIT PRIMARY SCHOOL | Momanyi | Gladys | Moraa |
| BOMET | CHEPALUNGU | KIPRICHEIT PRIMARY SCHOOL | Richard | Kibet | Ruto |
| BOMET | CHEPALUNGU | KIPROROGET PRI SCH | Wilfred | Kiplangat | Bett |
| BOMET | CHEPALUNGU | KIPROROGET SEC SCH | Spedha | Chepkemoi | |
| BOMET | CHEPALUNGU | KIPSIRAT PRY SCH | Leornard | Kipkoech | Kirui |
| BOMET | CHEPALUNGU | KIPSUTER S.S. | Chebet | Betty | |
| BOMET | CHEPALUNGU | KIPSUTER S.S. | Joel | K | Bett |
| BOMET | CHEPALUNGU | KIPSUTER MIXED | Joyce | Chelangat | Tonui |
| BOMET | CHEPALUNGU | KIPTAGE PRY | Andrew | Kirui | |
| BOMET | CHEPALUNGU | KIPTAGE PRY | Joseph | Arap | Sang |
| BOMET | CHEPALUNGU | Kiptenden Central primary School | Juddy | Chelangat | Chepkwony |
| BOMET | CHEPALUNGU | KIPTENDEN PRY | David | Kipkoech | Keter |
| BOMET | CHEPALUNGU | KIPTUNOI PRIMARY | Daniel | Kibii | Rono |
| BOMET | CHEPALUNGU | KIPTUNOI PRIMARY | Joel | Kipkorir | Langat |
| BOMET | CHEPALUNGU | KIPTUNOI PRIMARY | Julius | Kiplangat | Bore |
| BOMET | CHEPALUNGU | KIRIBA SEC SCH | Felix | Kipkirui | Cheruiyot |
| BOMET | CHEPALUNGU | KIRIBA SEC SCH | John | Kipkoech | Rono |
| BOMET | CHEPALUNGU | KIRIBA SEC SCH | Maureen | Chebet | Langat |
| BOMET | CHEPALUNGU | KIRIBA PRI SCH | Chepkirui | Catherine | |
| BOMET | CHEPALUNGU | Kisiet Primary School | Joseph | Kipkorir | Rotich |
| BOMET | CHEPALUNGU | KOIMIRET SEC | Benard | Kiplangat | Kirui |
| BOMET | CHEPALUNGU | KOIMIRET SEC | Simon | Rob | |
| BOMET | CHEPALUNGU | KOSIA PRY | Wesley | Kiprono | Langat |
| BOMET | CHEPALUNGU | KOTOIBEK PRY | Beatrice | Chepkosgei | |
| BOMET | CHEPALUNGU | KOTOIBEK PRY | Doliphin | Moragwa | Nyabicha |
| BOMET | CHEPALUNGU | KOTOIBEK PRY | Lily | Chebet | Mibei |
| BOMET | CHEPALUNGU | KOTOIBEK PRY | Vivian | Chepngetich | Marithim |
| BOMET | CHEPALUNGU | KYOGONG PRIMARY SCHOOL | Janifer | Chepngeno | Koros |
| BOMET | CHEPALUNGU | KYOGONG PRIMARY SCHOOL | Rachel | Adoyo | Anguro |
| BOMET | CHEPALUNGU | KYONGONG S.S. | Josephine | Chepkosgei | Maritim |
| BOMET | CHEPALUNGU | KYONGONG S.S. | Winny | Chepkirui | Chebukto |
| BOMET | CHEPALUNGU | LABOTIET | Joshua | Mancha | Pion |
| BOMET | CHEPALUNGU | LABOTIET | Joyce | Chepkorir | |
| BOMET | CHEPALUNGU | LALWAT PRY | Biniface | Kariuki | Wanyoike |
| BOMET | CHEPALUNGU | LALWAT PRY | Kiprono | Keter | |
| BOMET | CHEPALUNGU | LELAITICH PRY | Clement | Cheruiyot | Mitey |
| BOMET | CHEPALUNGU | LELAITICH PRY | Robert | Kipngeno | Kirui |
| BOMET | CHEPALUNGU | LELAITICH SEC SCHOOL | Phillip | Kipyegon | Langat |
| BOMET | CHEPALUNGU | LELECHONIK PRY SCHOOL | Emily | Chepkoech | Laboso |
| BOMET | CHEPALUNGU | LUGUMEK PRI SCH | Samuel | Kimutai | Koech |
| BOMET | CHEPALUNGU | LUGUMEK PRI SCH | Winny | Chepngetich | Chepkwony |
| BOMET | CHEPALUNGU | LUGUMEK SEC | Geoffrey | Kiptoo | Yegon |
| BOMET | CHEPALUNGU | LUGUMEK SEC | Zephania | Kipkemoi | Kirui |
| BOMET | CHEPALUNGU | MAKIMENY S.S. | Barnaba | Koske | |
| BOMET | CHEPALUNGU | MAKIMENY PRI SCH | David | Kipkemoi | Langat |
| BOMET | CHEPALUNGU | MARAGETIT PRI SCH | Joyce | Chepngeno | |
| BOMET | CHEPALUNGU | MARIANGO PRY SCH | Esther | Seenoi | Kusero |
| BOMET | CHEPALUNGU | MASINDONI PRI SCH | Safine | Chesang | Tapkeron |
| BOMET | CHEPALUNGU | MATHEW MARITIM PRY SCH | Beth | Njeri | Tobiko |
| BOMET | CHEPALUNGU | MATHEW MARITIM PRY SCH | Christine | Cherop | |
| BOMET | CHEPALUNGU | MATHEW MARITIM PRY SCH | John | Kipkirui | Bii |
| BOMET | CHEPALUNGU | MATHEW MARITIM PRY SCH | Nancy | Chepkemoi | Siga |
| BOMET | CHEPALUNGU | MENGWET S.S. | Kibet | Langat | |
| BOMET | CHEPALUNGU | MENGWET S.S. | Robert | Kipngetich | Kirui |
| BOMET | CHEPALUNGU | MENGWET S.S. | Shadrack | Kiplangat | Kemei |
| BOMET | CHEPALUNGU | METIPSO PRI SCH | Francisca | Cherotich | |
| BOMET | CHEPALUNGU | MISMIS PRI SCH | Loice | Chelagat | Kikwai |
| BOMET | CHEPALUNGU | MISMIS PRI SCH | Michael | Kipkorir | Langat |
| BOMET | CHEPALUNGU | MISMIS PRI SCH | Willy | Kipngeno | Cheruiyot |
| BOMET | CHEPALUNGU | MOGOR S.S | Ritah | Chepkirui | |
| BOMET | CHEPALUNGU | MUGANGET PRI SCH | Catherine | Jerop | Rotich |
| BOMET | CHEPALUNGU | MUGANGET PRI SCH | Lilian | _ | Jepchumba |
| BOMET | CHEPALUNGU | NDAMICHONIK SEC | Janet | Chepkurui | |
| BOMET | CHEPALUNGU | NDAMICHONIK SEC | Langat | Faith | Chepkirui |
| BOMET | CHEPALUNGU | NDAMICHONIK SEC | Varsity | Chepkoech | |
| BOMET | CHEPALUNGU | NGENENET PRI SCH | Jane | Jelangat | Kosgey |
| BOMET | CHEPALUNGU | NOGIRWET PRY | David | Tanui | |
| BOMET | CHEPALUNGU | NOGIRWET PRY | Simon | Kipkirui | Ronoh |
| BOMET | CHEPALUNGU | NYAMBUGO PRY | Linner | Chepkurui | Joseph |
| BOMET | CHEPALUNGU | OLBUTYO BOYS SECONDARY | Gideon | Kimutai | Yego |
| BOMET | CHEPALUNGU | OLBUTYO BOYS SECONDARY | Jalot | Cherotich | |
| BOMET | CHEPALUNGU | OLBUTYO BOYS SECONDARY | Joyce | Chepkemoi | |
| BOMET | CHEPALUNGU | OLBUTYO BOYS SECONDARY | Neson | Kiprotich | Yegon |
| BOMET | CHEPALUNGU | OLBUTYO GIRLS SEC | John | Kipkirui | Koech |
| BOMET | CHEPALUNGU | OLBUTYO GIRLS SEC | Theresia | Chebet | |
| BOMET | CHEPALUNGU | OREIYET PRIMARY SCHOOL | Daniel | Kibet | Rono |
| BOMET | CHEPALUNGU | OREIYET PRIMARY SCHOOL | Joel | Kiprotich | Tonui |
| BOMET | CHEPALUNGU | OREIYET PRIMARY SCHOOL | Peter | Langat | |
| BOMET | CHEPALUNGU | OREIYET SEC | Alphine | Langat | Kipkemoi |
| BOMET | CHEPALUNGU | REBERWET PRY SCHOOL | Alice | Chemutai | |
| BOMET | CHEPALUNGU | REBERWET PRY SCHOOL | Weldinoh | Kipkurui | Keter |
| BOMET | CHEPALUNGU | ROBORWO PRIMARY | Rotich | Kipkemoi | |
| BOMET | CHEPALUNGU | SAGENYA PRIMARY | Nicholas | Mwangi | njenga |
| BOMET | CHEPALUNGU | SAGENYA PRIMARY | Samuel | Kipkirui | Maiywa |
| BOMET | CHEPALUNGU | SAMOEI NGWONET GIRLS SECONDARY | Everlyne | Chepkurui | Kitur |
| BOMET | CHEPALUNGU | SARAMEK PRY SCH | Jackson | Kibet | Milgo |
| BOMET | CHEPALUNGU | SARAMEK PRY SCH | William | Kimutai | Langat |
| BOMET | CHEPALUNGU | SAUNET PRI SCH | Vincent | Kipsang | Koskei |
| BOMET | CHEPALUNGU | SAUNET SEC | Evans | Kipngetich | Kirui |
| BOMET | CHEPALUNGU | SEGEMIK PRI SCH | Chirchir | Kipyegon | |
| BOMET | CHEPALUNGU | SEGEMIK PRI SCH | Peter | Kipkoech | Keter |
| BOMET | CHEPALUNGU | SIGOR BOARDING PRI | Joyce | Chepngeno | Kenduiywa |
| BOMET | CHEPALUNGU | SIGOR PRI SCH | Gideon | Kiprono | Kilel |
| BOMET | CHEPALUNGU | SIGOR PRI SCH | Richard | Kipngeno | Cheruiyot |
| BOMET | CHEPALUNGU | SIGOR PRI SCH | Sammary | Chepngeno | Koros |
| BOMET | CHEPALUNGU | SIMBEIWET PRY | Norah | Chelangat | Ngeno |
| BOMET | CHEPALUNGU | SINGOIWEK PRIMARY SCHOOL | Joseph | Kipkosgei | Langat |
| BOMET | CHEPALUNGU | SIONGIROI MOI S.S. | Hilary | Kipkorir | Langat |
| BOMET | CHEPALUNGU | SIONGIROI MOI S.S. | Jean | Chebet | |
| BOMET | CHEPALUNGU | SIONGIROI MOI S.S. | Julius | Kipkoech | Rotich |
| BOMET | CHEPALUNGU | SIONGIROI MOI S.S. | Norah | Chelagat | |
| BOMET | CHEPALUNGU | SIONGIROI PRI SCH | Vivian | Cherotich | Rop |
| BOMET | CHEPALUNGU | SOGORORBEI PRI SCH | Chirchir | Kipyegon | |
| BOMET | CHEPALUNGU | SOGORORBEI PRI SCH | Lily | Chebet | Rotich |
| BOMET | CHEPALUNGU | SOGORORBEI PRI SCH | Patrick | Kipngeno | Chepkwony |
| BOMET | CHEPALUNGU | ST. MICHAEL’S BOMET S.S. | Christophe | Kipngetich | Sitienei |
| BOMET | CHEPALUNGU | ST.PETERS KOIYET | Julius | Chepkwony | |
| BOMET | CHEPALUNGU | ST.PETERS KOIYET | Philemon | Kipkirui | Cheruiyot |
| BOMET | CHEPALUNGU | SUGUMERGA | Wesley | Kiplagat | Koech |
| BOMET | CHEPALUNGU | SUGUMERGA PRI SCH | Richard | Kimutai | Ngetich |
| BOMET | CHEPALUNGU | TABAROSHO PRY | Gideon | Kipkosgei | Rono |
| BOMET | CHEPALUNGU | TEBESWET SEC | Betty | Chepkorir | Rotich |
| BOMET | CHEPALUNGU | TILANGOK PRI SCH | Eric | Kipkemoi | Bii |
| BOMET | CHEPALUNGU | TILANGOK PRI SCH | Japheth | Kipngenoh | Chepkwony |
| BOMET | CHEPALUNGU | TILANGOK SECONDARY | Johnson | Kiplagngat | Bett |
| BOMET | CHEPALUNGU | Tiriyta Primary School | Regina | Cherotich | Korir |
| BOMET | CHEPALUNGU | TUMOI SEC SCHOOL | Gideon | Kibet | Rotich |
| BOMET | CHEPALUNGU | TUMOI SEC SCHOOL | Philip | Kipkorir | Maritim |
| BOMET | CHEPALUNGU | UMOJA PRY SCHOOL | Isaiah | Kimutai | Ngetich |
| BOMET | CHEPALUNGU | YOYWANA PRY SCH | Thomas | Kipkemoi | Maritim |
| BOMET | KONOIN | A.I.C. Emmanuel Primary School | Chepngetich | C | Siele |
| BOMET | KONOIN | Beekab Arwet Primary School | Andrew | Kimetto | Rono |
| BOMET | KONOIN | BESIOBEI | Beatrice | Chesang | Bii |
| BOMET | KONOIN | BESIOBEI | Bennard | Kipyegon | Koech |
| BOMET | KONOIN | BESIOBEI | Weldon | Kipyego | Terer |
| BOMET | KONOIN | Blue Man primary school | Kipngeno | Langat | |
| BOMET | KONOIN | BOITO BOYS HIGH SCHOOL | Gilbert | Kiprotich | Too |
| BOMET | KONOIN | BOITO BOYS HIGH SCHOOL | Joice | Chepngetich | |
| BOMET | KONOIN | BOITO BOYS HIGH SCHOOL | Orwenyo | Emmanuel | Mose |
| BOMET | KONOIN | BOITO BOYS HIGH SCHOOL | Sammy | Kipyegon | Kirui |
| BOMET | KONOIN | Boito Day Secondary School | Cosmas | Chepkwony | |
| BOMET | KONOIN | BOITO PRIM | Eunice | Chepngetich | Korir |
| BOMET | KONOIN | BOITO PRIM | Everlyne | Chepngeno | Barchok |
| BOMET | KONOIN | BOITO PRIM | Josephine | Chepkemoi | |
| BOMET | KONOIN | BOITO PRIM | Kenneth | Kiplangat | Sang |
| BOMET | KONOIN | BOITO PRIM | Martha | Cherotich | Rop |
| BOMET | KONOIN | CHANGOI PRI | Emmy | Chelangat | |
| BOMET | KONOIN | CHANGOI PRI | Margaret | Philimena | Kavindu |
| BOMET | KONOIN | CHANGOI PRI | Rop | Chepkoech | |
| BOMET | KONOIN | Chebang’ang Secondary School | Bett | Robert | Cheruiyot |
| BOMET | KONOIN | Chebang’ang Secondary School | Caroline | _ | Chesang |
| BOMET | KONOIN | Cheibei Primary School | Ronald | Kipngeno | Bett |
| BOMET | KONOIN | Cheibei Primary School | Venus | Soila | Kiswua |
| BOMET | KONOIN | CHEMAAN PRY SCH | Naomi | Waceke | Nganga |
| BOMET | KONOIN | CHEMALAL PRY SCHOOL | Lydiah | Chepngetich | Ronoh |
| BOMET | KONOIN | CHEMALAL SEC | Calixto | Langat | Benard |
| BOMET | KONOIN | Chemamul ‘B’ Primary School | David | Cheruiyot | Tonui |
| BOMET | KONOIN | Chemamul ‘B’ Primary School | Edward | Kiplagat | Bore |
| BOMET | KONOIN | Chemasingi Primary School | Wesley | Kosgei | Kipkoech |
| BOMET | KONOIN | Chemasingi Secondary School | Naomy | Chepkorir | Rotich |
| BOMET | KONOIN | CHEMELET PRI | Leonard | Kipkemoi | Kigen |
| BOMET | KONOIN | CHEMELET PRI | Monica | Chemutai | Koros |
| BOMET | KONOIN | Chepchirik Primary School | Alex | Kiprono | Keino |
| BOMET | KONOIN | Chepchirik Primary School | Cherotich | Kechei | |
| BOMET | KONOIN | Chepkochun Pri | Joseah | Kibet | Koech |
| BOMET | KONOIN | Chepkochun Secondary School | Paul | Kipkemoi | Busienei |
| BOMET | KONOIN | CHEPTABAACH PRIMARY | Grace | Cherono | Kirui |
| BOMET | KONOIN | CHEPTABACH SEC SCHOOL | Benard | Kipyegon | Soy |
| BOMET | KONOIN | CHEPTABES PRI | David | “Kipngeno Arap” | Chebelyon |
| BOMET | KONOIN | CHEPTABES PRI | Paul | Kiplangat | Korir |
| BOMET | KONOIN | Cheptalal Girls Sec. Sch. | Philister | Chepngetich | |
| BOMET | KONOIN | CHEPTALAL PRIM | Margaret | S | Chelamgat |
| BOMET | KONOIN | Cheptingting Secondary School | Mercy | _ | Chepkorir |
| BOMET | KONOIN | CHEPTINGTINGPRIMARY SCHOOL | Kibet | Maritim | Langat |
| BOMET | KONOIN | Chongenwo Primary School | Damaris | Cherotich | |
| BOMET | KONOIN | Chongenwo Primary School | Winny | Chemutai | |
| BOMET | KONOIN | Embomos Primary School | Christopher | Bunei | Oloetu |
| BOMET | KONOIN | EMBOMOS SEC | Jackline | Chepkemoi | Tesot |
| BOMET | KONOIN | Kabaibai Primary School | Emily | Cherotich | Chepkwony |
| BOMET | KONOIN | KABIANGEK SEC SCH | Ronald | Cheruiyot | |
| BOMET | KONOIN | KAMAGOMON PRIMARY SCHOOL | Richard | Cheruiyot | Kering |
| BOMET | KONOIN | Kapchepkole Primary School | Joseph | Kipngetich | Koskey |
| BOMET | KONOIN | Kapchepkole Primary School | Rosemary | Chepkoech | Rotich |
| BOMET | KONOIN | Kapken Primary School | Eric | Kipngeno | Cheruiyot |
| BOMET | KONOIN | Kapkilaibei Pri | Gladys | Chepkorir | Kipkemoi |
| BOMET | KONOIN | Kapkilaibei Secondary School | Beatrice | _ | Chepkoech |
| BOMET | KONOIN | Kapkilaibei Secondary School | Ezekiel | Kimetoh | |
| BOMET | KONOIN | Kapletyo Primary School | Joyce | Chelangat | Rono |
| BOMET | KONOIN | Kaproret Primary school | David | “K. Tum” | Kitur |
| BOMET | KONOIN | Kaproret Primary school | Irene | Cherono | Cheruiyot |
| BOMET | KONOIN | Kapsebetet Primary School | Alice | Chepkemoi | Kirui |
| BOMET | KONOIN | Kapsebetet Primary School | Nancy | Chepkurui | Langat |
| BOMET | KONOIN | KAPSENGERE PRY SCH | Beatrice | Cherotich | |
| BOMET | KONOIN | KAPSENGERE PRY SCH | Samuel | Kipkemoi | Chepkwony |
| BOMET | KONOIN | Kapset Mixed Day Secondary School | Isaiah | Kibet | Rotich |
| BOMET | KONOIN | Kapset Primary School | Gladys | Chebet | |
| BOMET | KONOIN | KAPTEBENGWET S.S. | Alfred | Kipsang | Ruto |
| BOMET | KONOIN | KAPTEBENGWET S.S. | Catherine | Chelagat | |
| BOMET | KONOIN | Kaptebengwo Primary School | Vincent | Kipngeno | Sang |
| BOMET | KONOIN | KAPTEMBWO SEC SCH | Hillary | Cheruiyot | Langat |
| BOMET | KONOIN | KEBUMBUR PRIMARY | Geoffrey | K | Cheruiyot |
| BOMET | KONOIN | Kenyagoro Pri School | Emmah | Kerubo | Angwenyi |
| BOMET | KONOIN | Kenyagoro Pri School | Joseph | Tonui | |
| BOMET | KONOIN | Kibirir Primary School | Samuel | Kipkoech | Chirchir |
| BOMET | KONOIN | Kibitgoi Pri School | Paul | Koskey | |
| BOMET | KONOIN | Kimaech Primary | Charles | Langat | Cheruiyot |
| BOMET | KONOIN | Kimaech Primary | Richard | Kipngeno | Bunei |
| BOMET | KONOIN | KIMARI PRY SCHOOL | Andrew | Kipsang | Tanui |
| BOMET | KONOIN | KIMARI PRY SCHOOL | Judith | Chepkirui | |
| BOMET | KONOIN | KIMARI PRY SCHOOL | Peter | Olonunyak | Sirere |
| BOMET | KONOIN | Kimori A.I.C Primary School | Ruth | Cherotich | Langat |
| BOMET | KONOIN | KIMULOT HIGH SCHOOL | Beatrice | Chepkoech | Tesot |
| BOMET | KONOIN | KIMULOT HIGH SCHOOL | Julius | Kipkorir | Rotich |
| BOMET | KONOIN | KIMULOT HIGH SCHOOL | Ronald | Kipkoech | Kirui |
| BOMET | KONOIN | Kipkelok Primary school | Samwel | Sigei | Cheruiyot |
| BOMET | KONOIN | KIPKORIR SALAT S.S. | Wesley | Chirchir | Kipngeno |
| BOMET | KONOIN | KIPSINENDE PRIMARY SCHOOL | Edward | Kiplangat | Sang |
| BOMET | KONOIN | Kiptemenio Primary School | Agnes | Wangui | Wamae |
| BOMET | KONOIN | KIPTENDEN SECONDARY SCHOLL | Cheruiyot | Leonard | Kipkemoi |
| BOMET | KONOIN | KIPTENDEN PRI SCH | Zephaniah | Kipkemboi | |
| BOMET | KONOIN | KIRIMOSE PRIMARY | Purity | Chebet | |
| BOMET | KONOIN | KIRIMOSE PRIMARY | Victor | Langat | Kiptoo |
| BOMET | KONOIN | KITALA PRY. SCHOOL | Nicholas | Kipngeno | Ronoh |
| BOMET | KONOIN | KITALA PRY. SCHOOL | Regina | Cheluget | Rono |
| BOMET | KONOIN | Kitala Mixed Day Secondary School | Koech | Chebet | |
| BOMET | KONOIN | KITUMBE PRI SCH | Chepkurui | Ngetich | |
| BOMET | KONOIN | KITUMBE PRI SCH | Isaiah | Kipkorir | Kemoi |
| BOMET | KONOIN | Kobel Primary | Sabina | Kemunto | Nyamora |
| BOMET | KONOIN | KOBOR PRIMARY | Joseph | Kiplangat | Cheruiyot |
| BOMET | KONOIN | KOIWA PRIMARY SCHOOL | Alphine | Chepngeno | |
| BOMET | KONOIN | KOIWA BOYS HIGH SCHOOL | Caroline | Chepkorir | |
| BOMET | KONOIN | KOIWA BOYS HIGH SCHOOL | Fancy | Cherono | |
| BOMET | KONOIN | KOIWA BOYS HIGH SCHOOL | Kipkorir | Henderson | Sigei |
| BOMET | KONOIN | KOIWA BOYS HIGH SCHOOL | Kipngetich | Rono | |
| BOMET | KONOIN | KOIWA BOYS HIGH SCHOOL | Kipngetich | Rono | |
| BOMET | KONOIN | KOIWA CENTRAL SEC | Philip | Kiprotich | Koech |
| BOMET | KONOIN | Komirmir | Paul | Kiptanui | Seronei |
| BOMET | KONOIN | KUGEREWET PRIMARY SCHOOL | Mathews | Kipkoros | Sigilai |
| BOMET | KONOIN | Lebekyet Primary School | Esther | Chepngeno | |
| BOMET | KONOIN | Lebekyet Primary School | Sharrown | Chepkoech | Koskey |
| BOMET | KONOIN | LELSA PRIMARY SCHOOL | Eddith | Chepngenoh | |
| BOMET | KONOIN | LELSA PRIMARY SCHOOL | Kiprotich | Ruttoh | |
| BOMET | KONOIN | MARINYIN PRI | Rosaline | Chebet | |
| BOMET | KONOIN | MARINYING SECONDARY SCHOOL | Benard | Cheruiyot | Langat |
| BOMET | KONOIN | MARINYING SECONDARY SCHOOL | Charles | Nyangoto | Imbere |
| BOMET | KONOIN | MARINYING SECONDARY SCHOOL | Isaiah | Kimutai | |
| BOMET | KONOIN | MARINYING SECONDARY SCHOOL | Josphine | Cherono | |
| BOMET | KONOIN | Meswondo Secondary school | Damaris | Ngetich | |
| BOMET | KONOIN | Michira Primary | Elidah | Makori | |
| BOMET | KONOIN | Michira Primary | John | Kipkoech | Soi |
| BOMET | KONOIN | Michira Primary | Magdaline | Chepkemoi | |
| BOMET | KONOIN | Michira Secondary School | Chepkoech | Caroline | |
| BOMET | KONOIN | Mogogosiek Township Primary School | Peter | Muiruri | |
| BOMET | KONOIN | Mogonjet Primary School(See 4081) | Weldor | Kiprotich | Koske |
| BOMET | KONOIN | Morombo Primary School | David | Kipkirui | Koech |
| BOMET | KONOIN | Mosoriot Primary School | Fredrick | Cheruiyot | |
| BOMET | KONOIN | Mugenyi Day Secondary School | Martin | Rotich | Chemosit |
| BOMET | KONOIN | Ndalelai Primary School | Lily | Cherono | Rotich |
| BOMET | KONOIN | Ngererit Primary School | Cheruiyot | Mutai | Chirchir |
| BOMET | KONOIN | NGERERIT SEC SCH | Gladys | Chelangat | |
| BOMET | KONOIN | NGERERIT SEC SCH | Mercy | Chepkoech | |
| BOMET | KONOIN | NGERERIT SEC SCH | Peter | Kipng’eno | Mutai |
| BOMET | KONOIN | NGERERIT SEC SCH | Tom | Ototo | Elvis |
| BOMET | KONOIN | NGERERIT SEC SCH | Winny | Chepkoech | |
| BOMET | KONOIN | Nyakesu Primary School | Paul | Rotich | |
| BOMET | KONOIN | Nyakesu Primary School | Stanley | Kiplangat | Tobon |
| BOMET | KONOIN | RERENDET | Evaline | Chepkemoi | Kenduiwa |
| BOMET | KONOIN | RERENDET | Lily | Chebet | |
| BOMET | KONOIN | RUSEYA GIRLS SECONDARY | Benjamin | Modi | Omune |
| BOMET | KONOIN | SASETA S.S. | Abnery | Abel | Aswani |
| BOMET | KONOIN | SASETA S.S. | Denis | Kiprotich | Cheruiyot |
| BOMET | KONOIN | Saseta Primary | Stanley | Kibet | Siele |
| BOMET | KONOIN | Seanin Secondary School | Samuel | Kiplangat | Chepkwony |
| BOMET | KONOIN | Simoti Sec Sch | Charles | Koech | |
| BOMET | KONOIN | Simoti Sec Sch | Kenneth | Kiprono | Cheruiyot |
| BOMET | KONOIN | Simoti Sec Sch | Winnie | Chepngetich | |
| BOMET | KONOIN | Siomo Primary | Richard | Rono | |
| BOMET | KONOIN | Siomo Primary | Stephen | “Paul K. A.” | Koech |
| BOMET | KONOIN | SOTIT BOYS SEC. SCHOOL | Richard | Kipkorir | Rono |
| BOMET | KONOIN | Sotit Girls Secondary School | Wycliff | Ngenoh | Cheruiyot |
| BOMET | KONOIN | ST BRIGIDS CHEMELET GIRLS SEC | Rono | Kipkirui | |
| BOMET | KONOIN | ST BRIGIDS CHEMELET GIRLS SEC | Silas | Ketuturi | Kerich |
| BOMET | KONOIN | Taarut Primary | Benard | Mateget | Rono |
| BOMET | KONOIN | TABOINO PRIMARY | Richard | Kipkemoi | Njeno |
| BOMET | KONOIN | Tenduet Primary School | Ismael | Cheruiyot | Korir |
| BOMET | KONOIN | Tenduet Primary School | Veronica | Chepkurui | |
| BOMET | KONOIN | Terek Primary School | Fredrick | Kiplangat | Yegon |
| BOMET | KONOIN | Terek Primary School | Julius | Kibet | Koskei |
| BOMET | KONOIN | Terek Primary School | Willy | Sigei | |
| BOMET | KONOIN | TEREK SECONDARY SCHOOL. | Patrick | Poriot | Kasaniwa |
| BOMET | KONOIN | Tuiyobei Secondary School | Peter | Kibet | |
| BOMET | SOTIK | ABOSI HILLVIEW PRY SCH | Joyce | Cheritich | Kogo |
| BOMET | SOTIK | ABOSI HILLVIEW PRY SCH | Nancy | Chesang | Bomsut |
| BOMET | SOTIK | AKSHAR SEC SCH KIBORI | Thomas | KipkoechTemuren | Soi |
| BOMET | SOTIK | BALEK ‘A’ PRIMARY | Emily | Chepkemoi | Chepkwony |
| BOMET | SOTIK | BAMBANIK PRY | John | Korir | |
| BOMET | SOTIK | BAMBANIK PRY | Lily | Chepngetich | |
| BOMET | SOTIK | BAMBANIK PRY | Reuben | Kering | |
| BOMET | SOTIK | BAMBANIK PRY | William | Kipkoech | Rono |
| BOMET | SOTIK | BURGEI PRY SCH | Wendon | Kiplangat | Cheruiyot |
| BOMET | SOTIK | CHANGINA PRI SCH | Kipsigei | Arap | Chumo |
| BOMET | SOTIK | CHEBILAT PRI SCHOOL | Bornice | Chepkoech | Ruto |
| BOMET | SOTIK | CHEBILAT PRI SCHOOL | Jonstone | Kipkurui | Bett |
| BOMET | SOTIK | CHEBILAT PRI SCHOOL | Linah | Kipyegomen | |
| BOMET | SOTIK | CHEBILAT PRI SCHOOL | Nicholas | Langat | |
| BOMET | SOTIK | Chebilat Boys | Geoffrey | Yegon | |
| BOMET | SOTIK | Chebilat Boys | Joan | Cherono | |
| BOMET | SOTIK | Chebilat Boys | Paul | Kipkemoi | Koech |
| BOMET | SOTIK | Chebilat Boys | Tyson | Rotich | Kibet |
| BOMET | SOTIK | CHEBIRBELEK PRI SCH | Francis | Maritim | |
| BOMET | SOTIK | CHEBIRBELEK PRI SCH | Rosaline | Chebet | |
| BOMET | SOTIK | CHEBIRBELEK S.S. | Charles | Kipngeno | Mutai |
| BOMET | SOTIK | CHEBIRBELEK S.S. | Judith | Chemutai | |
| BOMET | SOTIK | CHEBIRBELEK S.S. | Nerisa | Chepkorir | Langat |
| BOMET | SOTIK | CHEBITET PRY SCHOOL | Nancy | Kerubo | Mairura |
| BOMET | SOTIK | CHEBOLE PRI SCH | Mercy | Chepkoech | Albert |
| BOMET | SOTIK | CHEBONGI PRIMARY | John | Denis | Chepkwony |
| BOMET | SOTIK | CHEBULU PRI SCH | Duct | Kipngetich | Ruto |
| BOMET | SOTIK | CHEBULU PRI SCH | Kipkorir | Bett | Sang |
| BOMET | SOTIK | CHEBULU PRI SCH | Mathilda | Kerubo | Aminga |
| BOMET | SOTIK | CHEMOBEI PRY SCHOOL | Robert | Kipngetich | Bett |
| BOMET | SOTIK | CHEPKALWAL PRIMARY SCH | Francis | Cheruiyot | Ronoh |
| BOMET | SOTIK | CHEPKALWAL PRIMARY SCH | Simon | Kipkoech | Koros |
| BOMET | SOTIK | CHEPKOSIOM PRI | Hellen | Chengeno | Kilel |
| BOMET | SOTIK | CHEPTANGULGEI PRY. SCHOOL | Simeon | Kipngetich | Terer |
| BOMET | SOTIK | CHESEGEM PRY | Augustine | Kibet | Kimetto |
| BOMET | SOTIK | CHESEGEM PRY | Winnie | Kwamboka | Mocheche |
| BOMET | SOTIK | CHESERTON PRY SCH | Philimon | Kitur | |
| BOMET | SOTIK | CHESILYOT PRY SCHOOL | Caren | Yobsoi | Chepngeno |
| BOMET | SOTIK | CHILGOTWET PRY SCH | David | Kipkorir | Chepkwony |
| BOMET | SOTIK | GELEGELE BOYS HIGH SCHOOL | Charles | Milgo | |
| BOMET | SOTIK | GELEGELE BOYS HIGH SCHOOL | Joseph | Kipkemoi | Koske |
| BOMET | SOTIK | GELEGELE GIRLS SEC | Charles | Korir | Kiprotich |
| BOMET | SOTIK | GORGOR S.S. | Festus | Kipngetich | Bett |
| BOMET | SOTIK | GORGOR S.S. | Koech | Meshack | |
| BOMET | SOTIK | GORGOR S.S. | Wesley | Kiprono | Koros |
| BOMET | SOTIK | GORGOR PRI SCH | Leonard | Rono | |
| BOMET | SOTIK | GORGOR PRI SCH | Ruth | Nyamalo | Nkulet |
| BOMET | SOTIK | KABURGEI PRY SCH | Festus | Kibet | Yegon |
| BOMET | SOTIK | KAGASIK PRI SCH | Josiah | Onyango | Oyieko |
| BOMET | SOTIK | KAMBIRA PRY SCHOOL | Christopher | Kipyegon | Kirui |
| BOMET | SOTIK | KAMBIRA PRY SCHOOL | Daniel | Kipngeno | Ngetich |
| BOMET | SOTIK | KAMENES PRY SCH | Loice | Chepkoech | Kimetto |
| BOMET | SOTIK | KAMENES PRY SCH | Wilson | Kiplagat | Rono |
| BOMET | SOTIK | KAMESWON PRI SCH | Daniel | Cheruiyot | Mutai |
| BOMET | SOTIK | KAMIRAI SEC | John | Kiprotich | Mutai |
| BOMET | SOTIK | KAMUGENO PRY | Philip | Kipngeno | Rono |
| BOMET | SOTIK | KAMUNGEI S.S. | Carolyne | Chepkemoi | Milgo |
| BOMET | SOTIK | KAMUNGEI S.S. | Charles | Kipkirui | Ngetich |
| BOMET | SOTIK | KAMUNGEI S.S. | Evaline | Chebet | Mutai |
| BOMET | SOTIK | KAMUNGEI S.S. | Weldon | Kirui | Kimutai |
| BOMET | SOTIK | KAMUREITO HIGH SCHOOL | Elkanah | Chepkwony | Kibet |
| BOMET | SOTIK | KAMUREITO HIGH SCHOOL | Nancy | Chepkirui | |
| BOMET | SOTIK | KAMUREITO PRY SCH | Rose | Chelangat | |
| BOMET | SOTIK | KANUSIN SECONDARY SCHOOL | Micah | Mogaka | Onsabwa |
| BOMET | SOTIK | KANUSIN SECONDARY SCHOOL | Peter | Nganga | Kimotho |
| BOMET | SOTIK | KAPCHEPKORO PRY SCH. | Carolyne | Kerubo | Chelulei |
| BOMET | SOTIK | KAPCHEPKORO PRY SCH. | Evaline | Mosoin | Chepkoech |
| BOMET | SOTIK | KAPCHEPKORO PRY SCH. | Evalyne | Cherono | Mutai |
| BOMET | SOTIK | KAPCHEPKORO PRY SCH. | Hillary | Kibet | Rono |
| BOMET | SOTIK | KAPCHEPKORO PRY SCH. | Jonathan | Cheruiyot | Sigei |
| BOMET | SOTIK | KAPCHERIRE PRIMARY SCHOOL | John | Kiprop | Chepkwony |
| BOMET | SOTIK | KAPCHERIRE PRIMARY SCHOOL | Rebby | Ngetich | Jepkoech |
| BOMET | SOTIK | Kapcholyo Public Secondary School | Amos | Kipngetich | |
| BOMET | SOTIK | Kapcholyo Public Secondary School | Emily | Chemutai | |
| BOMET | SOTIK | KAPKELEI SECONDARY SCH | Eddy | Bonareri | Moturi |
| BOMET | SOTIK | KAPKELEI SECONDARY SCH | George | Kipyegon | Cheruiyot |
| BOMET | SOTIK | KAPLEKWA PRY SCH | Linus | Cheruiyot | Bittok |
| BOMET | SOTIK | KAPLELACH PRY SCHOOL | Barare | Benard | |
| BOMET | SOTIK | KAPLELACH PRY SCHOOL | Edwin | Michael | Nyabaro |
| BOMET | SOTIK | KAPLELACH PRY SCHOOL | John | Kibet | Mutai |
| BOMET | SOTIK | KAPLELACH PRY SCHOOL | Joseph | Kipkoech | |
| BOMET | SOTIK | KAPLELACH PRY SCHOOL | Ng’otiek | Geoffrey | Parkesui |
| BOMET | SOTIK | KAPLELACH SEC. SCH | Zachaeus | Kipkorir | Cheruiyot |
| BOMET | SOTIK | Kapletundo Secondary School | Jackson | Marutegek | |
| BOMET | SOTIK | KAPLOMBOI PRI SCH | Mercy | Cherotich | |
| BOMET | SOTIK | KAPLONG BOYS S.S. | Augustine | Kipsegei | Cheruiyot |
| BOMET | SOTIK | KAPLONG BOYS S.S. | Betty | Chemutai | |
| BOMET | SOTIK | KAPLONG BOYS S.S. | Edwin | Kipkemoi | Chirchir |
| BOMET | SOTIK | KAPLONG BOYS S.S. | Felix | Kiptoo | Ronoh |
| BOMET | SOTIK | KAPLONG BOYS S.S. | Francisca | Chemutai | |
| BOMET | SOTIK | KAPLONG BOYS S.S. | Naftali | Michs | Oringo |
| BOMET | SOTIK | KAPLONG GIRLS S.S. | Anne | Cherono | Cheruiyot |
| BOMET | SOTIK | Kapmakitui Primary School | Charles | Ngeno | Kipkemoi |
| BOMET | SOTIK | KAPNYASIMBA PRY SCH | Caren | Cherotich | Torongoi |
| BOMET | SOTIK | KAPNYASIMBA PRY SCH | Selina | Chepkoech | Tonui |
| BOMET | SOTIK | KAPOLESOBEI PRY SCH | Julius | Kibii | Sang |
| BOMET | SOTIK | KAPOLESOBEI PRY SCH | Richard | Kibiengon | Rotich |
| BOMET | SOTIK | Kapsangaru sec sch | John | Kipkirui | Ngetich |
| BOMET | SOTIK | KAPSANGARU PRI SCH | Joseph | Kipsang | Yegon |
| BOMET | SOTIK | KAPSANGARU PRI SCH | Vincent | Ngetich | |
| BOMET | SOTIK | KAPSOSURWO PRI SCH | Richard | Kiplangat | Rotich |
| BOMET | SOTIK | KAPSOSURWO SEC SCH | Erick | Yegon | |
| BOMET | SOTIK | KAPSOSURWO SEC SCH | Kiplangat | Ngetich | Dominic |
| BOMET | SOTIK | KAPTAMUITAA PRY SCH | Philip | Kibii | Kilel |
| BOMET | SOTIK | Kaptilolwo ‘A’ Primary School | Emily | Chepkemoi | Kirui |
| BOMET | SOTIK | Kaptilolwo ‘A’ Primary School | Peter | Kimutai | Koskei |
| BOMET | SOTIK | KAPTULWA SECONDARY SCHOOL | Kipkorir | Chepkwony | |
| BOMET | SOTIK | KAPTULWA PRI SCH | Angeline | Chesang | Kilel |
| BOMET | SOTIK | KAPTULWA PRI SCH | Anna | Cheruto | Chepkwony |
| BOMET | SOTIK | KELONGET VALLEY PRY | David | Kiprono | Kirui |
| BOMET | SOTIK | KELONGET VALLEY PRY | Jane | Mitei | Chelangat |
| BOMET | SOTIK | KELONGET VALLEY PRY | Wangui | Joseph | Mwangi |
| BOMET | SOTIK | KENENE PRY. SCHOOL | Richard | Cheruiyot | Langat |
| BOMET | SOTIK | KERONJO PRY. SCHOOL | David | Koech | Kipngeno |
| BOMET | SOTIK | KERONJO PRY. SCHOOL | Josphine | Chemutai | |
| BOMET | SOTIK | Keronjo Mixed Day Secondary School | Daisy | Esther | Kerubo |
| BOMET | SOTIK | KESOGORORET PRY SCH | Ann | Cherotich | |
| BOMET | SOTIK | KESOGORORET PRY SCH | Anthony | Kipng’eno | Sagambo |
| BOMET | SOTIK | KESOGORORET PRY SCH | Betty | Chepkemoi | |
| BOMET | SOTIK | KESOGORORET PRY SCH | Daniel | Kibii | Ngetich |
| BOMET | SOTIK | KESOGORORET PRY SCH | Tongen | Chesang | |
| BOMET | SOTIK | KIBIBO PRY SCH | Peter | Kipngetich | Langat |
| BOMET | SOTIK | KIBORI PRY SCH | Joseph | Kipkosgei | Soy |
| BOMET | SOTIK | KIMOLWET PRY SCH | Beatrice | Chepng’eno | |
| BOMET | SOTIK | KIMOLWET PRY SCH | Jane | Sige | Kiget |
| BOMET | SOTIK | KIMOLWET PRY SCH | Paul | Kipkurui | Mutai |
| BOMET | SOTIK | KIPAJIT PRI SCHOOL | Biarose | Chelangat | |
| BOMET | SOTIK | KIPAJIT PRI SCHOOL | Kipkoech | Ngenoh | |
| BOMET | SOTIK | KIPNGOSOS PRY SCH | Joseph | Kipterer | Rotich |
| BOMET | SOTIK | KIPNGOSOS PRY SCH | Patrick | Rotich | Maina |
| BOMET | SOTIK | Kipngosos Special School For The M.H | Aurelia | Rob | |
| BOMET | SOTIK | Kipngosos Special School For The M.H | David | Cheruiyot | Rotich |
| BOMET | SOTIK | Kipngosos Special School For The M.H | Juddy | Mutai | Chelangat |
| BOMET | SOTIK | Kipngosos Special School For The M.H | Paul | Kipkorir | Mutai |
| BOMET | SOTIK | Kipngosos Special School For The M.H | Sammy | Kipyegon | Langat |
| BOMET | SOTIK | KIPROBONYIT PRY SCH | Charles | Kipyegon | Chirchir |
| BOMET | SOTIK | KIPSIMBOL PRIMARY SCHOOL | Alphina | Chepngetich | Mutai |
| BOMET | SOTIK | KIPSINGEI SEC SCH | Mercy | Chepkemoi | |
| BOMET | SOTIK | KIPSINGEI SEC SCH | Wesley | Kiprono | Milgo |
| BOMET | SOTIK | KIPTAPSIR PRI SCHOOL | Kenneth | Kipkoech | Ng’eno |
| BOMET | SOTIK | KIPTORBEI PRY SCH. | Geoffrey | Cheruiyot | Langat |
| BOMET | SOTIK | KIPTORBEI PRY SCH. | Joseph | Kiprotich | Miting |
| BOMET | SOTIK | KISABEI PRY SCH. | Veronicah | Chepkurui | Surah |
| BOMET | SOTIK | KOIMUGUL PRY | Joseph | Kimutai | Ng’eno |
| BOMET | SOTIK | LELDAET PRI SCH | Chelangat | Mitei | |
| BOMET | SOTIK | LELDAI SEC SCH | Jesikah | Cherotich | |
| BOMET | SOTIK | LELDOK PRY | Veronica | Cherono | |
| BOMET | SOTIK | LELECHWET PRY SCH | Angeline | Bii | Chepngetich |
| BOMET | SOTIK | LELECHWET PRY SCH | Ezekiel | Kiprono | Rop |
| BOMET | SOTIK | Lorna Laboso Memorial Girls S. – Ngariet | Caroline | Cherono | |
| BOMET | SOTIK | Lorna Laboso Memorial Girls S. – Ngariet | Esther | Chepkemoi | Kesui |
| BOMET | SOTIK | Lorna Laboso Memorial Girls S. – Ngariet | Esther | Wangui | Mwangi |
| BOMET | SOTIK | Lorna Laboso Memorial Girls S. – Ngariet | Hellen | Chebeth | Koech |
| BOMET | SOTIK | Lorna Laboso Memorial Girls S. – Ngariet | Stella | Mokera | Matara |
| BOMET | SOTIK | Lorna Laboso Memorial Girls S. – Ngariet | Veronica | Chepkoech | |
| BOMET | SOTIK | MABWAITA PRI SCH | Margaret | Chepkorir | Martim |
| BOMET | SOTIK | MANARET PRIMARY | Chepkoech | Hellen | |
| BOMET | SOTIK | MANARET PRIMARY | Dorca | Kerubo | Nyamwange |
| BOMET | SOTIK | MOGOIYWEK PRIMARY SCHOOL | Jonathan | Chepkwony | Kirui |
| BOMET | SOTIK | MOGOIYWEK PRIMARY SCHOOL | Richard | Langat | Kipkemoi |
| BOMET | SOTIK | Moi Minariet Boys Secondary School | Fredrick | Kirui | Cheruiyot |
| BOMET | SOTIK | Moi Minariet Boys Secondary School | Joyce | Cherotich | Rotich |
| BOMET | SOTIK | Moi Minariet Boys Secondary School | Stanley | Kipngetich | Bii |
| BOMET | SOTIK | MOITA PRY SCH | Anthony | Yegon | Korgoren |
| BOMET | SOTIK | MOITA PRY SCH | David | Kipyegon | Ronoh |
| BOMET | SOTIK | MOITA PRY SCH | Kimutai | Benson | Rono |
| BOMET | SOTIK | MOITA PRY SCH | Richard | Kiplagat | Rono |
| BOMET | SOTIK | MOLINGA PRY | Hillary | Kiplangat | Bett |
| BOMET | SOTIK | MOLINGA PRY | Susan | J.Kadali | Mugenya |
| BOMET | SOTIK | MOLINGA SEC. SCHOOL | Wesley | Kipkemoi | Langat |
| BOMET | SOTIK | MONIRE PRIMARY SCHOOL | John | Kipkemo | Saina |
| BOMET | SOTIK | MORIKO PRIMARY SCH | Josephine | Chepkemoi | |
| BOMET | SOTIK | MOSONIK PRI SCH | Paul | Kipyegon | Biy |
| BOMET | SOTIK | MOSONIK SEC. SCH. | Chepkemoi | _ | Chepkwony |
| BOMET | SOTIK | MOTIRET PRI SCH | Andrew | Kiplang’at | Ruto |
| BOMET | SOTIK | MOTIRET PRI SCH | Ernest | Rotich | Kipyegon |
| BOMET | SOTIK | MOTIRET PRI SCH | John | Wamuti | Mburu |
| BOMET | SOTIK | MOTIRET SEC SCH | Beatrice | Chemutai | Soi |
| BOMET | SOTIK | MUNJAZZ PRY SCH | Samuel | Cheruiyot | Chekwony |
| BOMET | SOTIK | NDANAI PRIMARY SCHOOL | Dncan | Atambo | Ngoko |
| BOMET | SOTIK | NDANAI PRIMARY SCHOOL | Irene | Jepkogei | Tarus |
| BOMET | SOTIK | Ndanai Boys High School | Josphine | Chepchirchir | Barngetuny |
| BOMET | SOTIK | NDANAI GIRLS S.S. | Lelgot | Nicholas | |
| BOMET | SOTIK | NGAMURIAN PRI SCH | Eddah | Chepkemoi | |
| BOMET | SOTIK | NGAMURIAN PRI SCH | Johnstone | Kiprotich | Langat |
| BOMET | SOTIK | NGAMURIAN PRI SCH | Sammy | Kipsang | Rotich |
| BOMET | SOTIK | NGARIET SEC SCH | Leonard | Kipronoh | Yegon |
| BOMET | SOTIK | NGENDALEL PRY | Robert | Kiplangat | Ng’etich |
| BOMET | SOTIK | NGOCHO PRI SCH | Joel | Kipngetich | Rono |
| BOMET | SOTIK | NGOCHO PRI SCH | Norah | Mukomunene | Cheluget |
| BOMET | SOTIK | NYAGA PRY SCH | Mose | Pymas | Menyuri |
| BOMET | SOTIK | OLDEBESI PRI SCH | Benard | Cheruiyot | Kipkirui |
| BOMET | SOTIK | OLDEBESI PRI SCH | Chepkorir | Sharon | |
| BOMET | SOTIK | OLDEBESI PRI SCH | Evans | Ateli | Masira |
| BOMET | SOTIK | OLDEBESI PRI SCH | Justus | Kipngeno | Langat |
| BOMET | SOTIK | OLDEBESI PRI SCH | Philip | Siele | Kiplangat |
| BOMET | SOTIK | Oldebesi Secondary School | Alfred | Ngetich | Kimutai |
| BOMET | SOTIK | Oldebesi Secondary School | Gilbert | Kipngetich | Bett |
| BOMET | SOTIK | Oldebesi Secondary School | Henry | Kipkurui | Chebelyon |
| BOMET | SOTIK | RONGENA PRY SCH | Charles | Kipkirui | Ngetich |
| BOMET | SOTIK | RONGENA PRY SCH | Emmy | Cherono | Langat |
| BOMET | SOTIK | RONGENA PRY SCH | Joyllin | Chebet | |
| BOMET | SOTIK | ROTIK PRI SCH | Alice | Chemutai | Korir |
| BOMET | SOTIK | SACHANGWAN PRI SCH | Francis | Kipngetich | Kikwai |
| BOMET | SOTIK | SACHANGWAN PRI SCH | Jeremiah | Kipkirui | Cheruiyot |
| BOMET | SOTIK | SACHANGWAN SEC | Pharis | Kamau | Murigi |
| BOMET | SOTIK | SARUCHAT MIXED DAY SECONDARY SCHOOL | Hillary | Cheruiyot | Mutai |
| BOMET | SOTIK | SARUCHAT PRY SCH | Betty | Chepkirui | |
| BOMET | SOTIK | SARUCHAT PRY SCH | Cecilia | Chepkorir | Kilel |
| BOMET | SOTIK | SARUCHAT PRY SCH | Julius | Bongoch | |
| BOMET | SOTIK | SARUCHAT PRY SCH | Leah | Chemutai | Kirui |
| BOMET | SOTIK | Sasita Primary School | Joseph | Kipkoros | Koech |
| BOMET | SOTIK | Sasita Primary School | Sammy | Kipngetich | Milgo |
| BOMET | SOTIK | SERTWET PRY | Erick | Kipyegon | Kirui |
| BOMET | SOTIK | SIGORIAN SEC.SCH. | Paul | Kipkurui | Cheruiyot |
| BOMET | SOTIK | SIROIN PRIMARY | David | Kiplangat | Korir |
| BOMET | SOTIK | SIROIN SEC SCH | Kipkoech | Korir | |
| BOMET | SOTIK | SIRONET PRIMARY SCHOOL | Eunice | Jemutai | Kurgat |
| BOMET | SOTIK | SIRONET PRIMARY SCHOOL | Patrick | Kilel | |
| BOMET | SOTIK | SIRONET PRIMARY SCHOOL | Wilson | Tonui | Kipkirui |
| BOMET | SOTIK | SIRYAT PRY SCH | Gitee | Martha | Wagaki |
| BOMET | SOTIK | Soget Primary School | Joseph | “Edwin Kiptoo” | Rono |
| BOMET | SOTIK | SOIMET PRI SCHOOL | Benson | Kibet | Rotich |
| BOMET | SOTIK | SOIMET PRI SCHOOL | Rose | Chemutai | |
| BOMET | SOTIK | Soiyoit Primary School | Josiah | Kipngetich | Mutai |
| BOMET | SOTIK | SOLYOT PRI SCH | Robert | Rugut | |
| BOMET | SOTIK | SOLYOT PRI SCH | Selina | Chebet | Maritim |
| BOMET | SOTIK | SOLYOT SECONDARY SCHOOL | Bett | Julius | Kiprono |
| BOMET | SOTIK | SOSIK PRY SCH. | Purity | Koech | Chepkemoi |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Albert | Kirui | |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Alex | Kiprono | Kering |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Iruine | Chepngenoh | Kosgey |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Janeth | Chebii | |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Joyce | Chepkoech | |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | May | Langat | Chelangat |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Pilista | Chelangat | |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Rono | Chepkorir | |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Susan | Chepkoech | |
| BOMET | SOTIK | SOTIK PRIMARY SCHOOL | Wesley | Kiprop | Rotich |
| BOMET | SOTIK | St. Joseph Mabwaita Sec Sch | Benard | Kipngeno | Sang |
| BOMET | SOTIK | St. Kizito Secondary School For The H.I. | Henry | Otieno | Odhiambo |
| BOMET | SOTIK | St. Kizito Secondary School For The H.I. | Monica | Aloo | Okwaro |
| BOMET | SOTIK | Sugutek Primary School | Kelvin | Odupoi | Keshe |
| BOMET | SOTIK | TABARIT PRI SCH | Jackson | Kipkoros | Soi |
| BOMET | SOTIK | TAKITECH PRY SCH | Christine | Chepkemoi | |
| BOMET | SOTIK | TARAKWA S.S. | Anthony | Kipngetich | Korir |
| BOMET | SOTIK | TEMBWO PRY SCH | Naomi | Cherotich | Chirchir |
| BOMET | SOTIK | TOGOMIN PRIM | David | Kiplangat | Koech |
| BOMET | SOTIK | TOGOMIN PRIM | Florence | Chepkemoi | Koskei |
| BOMET | SOTIK | TUMBELYON PRIMARY | Chebet | Florence | Koech |
| BOMET | SOTIK | TUMBELYON PRIMARY | Elizabeth | Rongony | Cherop |
| BOMET | SOTIK | TUMBELYON PRIMARY | Joel | Kiprotich | Yegon |
| BOMET | SOTIK | USWET PRI SCHOOL | Bornice | Chepkurui | Soi |
| BOMET | Tsc County Office-Bomet | Rhoda | Rutto | Cherotich | |
| BOMET | Tsc County Office-Bomet | William | Messo | Molla | |
| BOMET | TSC Unit – Bomet | Reuben | Kipkoech | Mutai |
| 4116201 | GODOMA SECONDARY SCHOOL | Extra County | Mixed | C2 |
| 4116302 | SOKOKE SECONDARY SCHOOL | Extra County | Boys | C2 |
| 04107101 | MALINDI HIGH SCHOOL | Extra County | Boys | C1 |
| 04107105 | NGALA MEMORIAL GIRLS’ SECONDARY SCHOOL | Extra County | Girls | C2 |
| 04107107 | KAKONENI GIRLS SECONDARY SCHOOL | Extra County | Girls | C3 |
| 04111101 | ST.GEORGE’S HIGH SCHOOL | Extra County | Boys | C3 |
| 04111102 | ST JOHNS GIRLS SECONDARY SCHOOL | Extra County | Girls | C2 |
| 04122102 | DR. KRAPF MEMORIAL SECONDARY SCHOOL | Extra County | Boys | C3 |
| 04122103 | KOMBENI GIRLS SECONDARY SCHOOL | Extra County | Girls | C1 |
| 04122105 | RIBE GIRLS SECONDARY SCHOOL | Extra County | Girls | C1 |
Kuccps Diploma in Road Transport Management Course List, Codes, Clusters, Colleges and Cutoff Points
| PROGRAMME
CODE |
INSTITUTION NAME |
PROGRAMME NAME |
|
| DIPLOMA IN ROAD TRANSPORT MANAGEMENT | |||
| 1 | 1237734 | ELDORET POLYTECHNIC | DIPLOMA IN TRANSPORT MANAGEMENT |
| 2 | 1276734 | RIFT VALLEY INSTITUTE OF SCIENCE AND TECHNOLOGY | DIPLOMA IN ROAD TRANSPORT MANAGEMENT |
| 3 | 1106734 | RAILWAY TRAINING INSTITUTE | DIPLOMA IN ROAD TRANSPORT MANAGEMENT |
| 4 | 1074734 | KISUMU POLYTECHNIC | DIPLOMA IN TRANSPORT MANAGEMENT |
| 5 | 1239734 | NYERI NATIONAL POLYTECHNIC | DIPLOMA IN TRANSPORT MANAGEMENT |
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Kamahuha Girls High: This National Boarding Girls’ school is located in Murang’A South Sub-County, in Muranga County.
Get complete information about Kamahuha Girls High School’s, physical location, photos, postal Address, phone contact, Knec results analysis, uniform, logo, email Address, Knec Results, Fees, CBE Pathways and Subjects, here. Also find details on the school’s enrolment and admission requirements/ procedure.
More information about Kamahuha Girls High School is available, such as: School’s Official Name, School’s Cluster, School’s Type, School’s Nature (Regular/ Sne), School’s Disability Type, School’s Accommodation and Type (Boarding or Day school).
That is not all. Find more details about the school, including: School’s Gender (Boys’ Girls’ Or Mixed), Region Where School Is Located, County Where School Is Located, Sub County Where School Is Located, School’s Unique Institutional Code (UIC) and School’s Knec Code.
Kamahuha Girls High School’s Physical location: Kamahuha Girls High School is a girls’ only boarding school located in Saba Saba Sub location, Kamahuha Location, Makuyu Division, Maragwa
The school is a national school classified as C1. Get a list of all the New List of all National Schools under CBC, CBE/ CBET Curriculum.
Kamahuha Girls High Principal’s Phone Number: 0723282037
Kamahuha Girls High School’s Facebook Page: Click here to join the School’s Facebook Community.
Phone Number. 0723282037 ;
Email Address. kamahuhagirls01@gmail.com
SCHOOL NAME: –KAMAHUHA GIRLS HIGH SCHOOL
SCHOOL’S CLUSTER: –C1
SCHOOL’S TYPE: –PUBLIC
SCHOOL’S NATURE (Regular/ SNE): –REGULAR
SCHOOL’S DISABILITY TYPE: –NONE
SCHOOL’S ACCOMODATION TYPE: –BOARDING
SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED): –GIRLS
REGION WHERE SCHOOL IS LOCATED: –CENTRAL
COUNTY WHERE SCHOOL IS LOCATED: –MURANG’A
SUB COUNTY WHERE SCHOOL IS LOCATED: –MURANG’A SOUTH
SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC): –XAUE
SCHOOL’S KNEC CODE: –10208201
Kamahuha Girls High School’s Capacity/ Enrolment/ Students’ Population: The National School can accomodate over 1,240 Students.
Joining Grade 10 at the school is straight forward. Placement at the school is done by the Ministry of Education. Simply apply for consideration for placement by using this link: Grade 10 Selection System.
More details on Grade 10 Selection can be found at: How to select Grade 10 Senior Schools online at https://selection.education.go.ke/
A student can join one or more of the following clubs and societies that are found at the school:
The Senior school, being a National School, will offer all the three pathways, listed below, for grade 10-12 students:
Get a full list of all the latest Grade 10 Subjects at the Senior School under CBE Curriculum here: Senior Secondary (Grade 10-12) New CBC Learning Areas/ Subjects
New list of all National Schools in Western Region {CBE Senior Schools}
New list of all National Schools in Rift-valley Region {CBE Senior Schools}
New list of all National Schools in Nyanza Region {CBE Senior Schools}
New list of all National Schools in North-Eastern Region {CBE Senior Schools}
New list of all National Schools in Nairobi Region {CBE Senior Schools}
New list of all National Schools in Eastern Region {CBE Senior Schools}
New list of all National Schools in Coast Region {CBE Senior Schools}
New list of all National Schools in Central Region {CBE Senior Schools}
New List of all Mixed National Schools under CBC, CBE Curriculum
Noonkopir Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Moi Girls Isinya High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Isiolo Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Garbatula High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Orero Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Asumbi Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Agoro Sare High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Bishop Linus Okok Girls’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Tengecha Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Tengecha Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
St.Paul Charera special High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Litein Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
A.I.C Litein Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Kabianga High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
St. Peter’s Mumias Boys’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Musingu Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Mukumu Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Kakamega school: Full details, location, CBE Subjects Offered, UIC, Knec Code
Butere Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Oloolaiser High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Orero Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code
Kamahuha Girls High School | Complete details, location, CBE Subjects Offered, UIC, Knec Code, Contacts
The Kenya National Examinations Council (Knec) has released new registration requirements for all the 2021 Kenya Certificate of Secondary Education (KCSE) candidates. All candidates must fulfill these requirements in order to be correctly registered.
A KCSE candidate must meet the following Knec registration requirements:
For registration of the KCSE candidates, KNEC will only allow one private examination centre per Sub County.
A candidate is considered duly registered after fulfilling the following:
kcpe 2021 registration of candidates (Step by step simplified guide)
KCSE 2021 registration of candidates (Simplified guide)
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Knec circular on Registration for 2021 KCSE, KCPE and KCSE Qualifying Test Examinations
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The KCPE Knec Portal login and candidates registration at https://www.knec-portal.ac.ke/kcpe
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Knec KCSE Registration Portal at https://www.knec-portal.ac.ke/kcse/registration
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The Teachers Service Commission, TSC, has released new guidelines for teachers intending to withdraw their membership from Savings and Credit Cooperative societies (SACCOs). In the latest regulations, all withdrawal requests shall be done online. This shift has been necessitated by the current covid-19 pandemic.
“Following the Ministry of Health guidelines regarding safety of citizens and workers in public sector during the covid-19 pandemic, the Commission has revised methods of serving teachers.” says TSC Boss Dr. Nancy Macharia.
Whereas some SACCOs have been sending teachers to the head office for clearance, the Commission now tells them to send such requests online.
“In order to serve our teachers efficiently and effectively, all requests for SACCO clearance for any exiting teachers shall be done online by the SACCO concerned,” adds Dr Macharia in the latest circular dispatched to all teachers’ SACCOs.
The Commission has said such requests will be processed and feedback provided within two (2) working days.
Under section 156 of the Code of conduct for teachers, ‘a teacher may exit from the Teaching Service through resignation; termination; dismissal; retirement; redundancy; transfer of service and death.’
If a teacher then, wishes to also cease to be a member of the SACCO, such a teacher must fill a withdrawal form. The release has to be ratified by TSC.
Among other requirements, for one to be cleared by the SACCO, the teacher should not have guaranteed anybody and his her shares should be able to cover all the liabilities in the SACCO (loans) and any outstanding amount for the Front Office Services Activities (FOSA).
A clearance certificate from TSC confirming that one does not owe the government is also a requirement. Before the teacher receives his/ her savings from the SACCO, the employer must check if the individual has outstanding remittances to the government.
“Where a teacher has outstanding government liability, the Commission shall require the teacher to clear the liability within a period of three (3) months failure to which the
Commission shall institute legal proceedings to recover the outstanding Government
Liability.” Adds the code.
It is important to note that any over-payment or payment for work not performed shall constitute a Government Liability. Unpaid imprests (funds borrowed from school monies) also constitute government liabilities.
The Commission has at the same time sounded a warning to SACCOs which may opt to release members without due process.
“We reiterate that any SACCO which allows withdrawal of its exiting members without clearance from the Commission will have its monthly remittances reduced by the equivalent amount of government liability due to the Commission from the teacher,” warns DR. Macharia.
Egoji, TTC, Teachers Training College Courses, Diploma in Primary Teacher Education Fees, How to apply
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How to make TTC online application through kuccps; for 2023/2024 placement
| # | PROGRAMME CODE | PROGRAMME NAME | INSTITUTION TYPE | YEAR 1 – PROGRAMME COST | 2022 CUTOFF | 2021 CUTOFF | 2020 CUTOFF |
|---|---|---|---|---|---|---|---|
| 1 | 4435B59 | DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) | KSH 72,076 | – | – | – | |
| 2 | 4435B60 | DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE) | KSH 72,076 | – | – | – |
Nyeri County is the home of some of the best and top performing National, Extra County and County Secondary schools in Kenya. Selection and ranking of these best schools has been done based on performance at KCSE examinations and school facilities.
In this post, we have collected for you a list of all the schools in the County. This site also provides complete information on all individual schools here. Get specific and individual schools’ KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website and KNEC Code details here: Schools’ Portal.
This is the latest updated list of all the best, top National, Extra County and County schools in the County at the KCSE Exams:
| Position Nationally | Name of School | Region | County | Mean Score | Mean Grade | Type |
| 36 | Kagumo High | Central | Nyeri | 9.58 | B+{plus} | Boys |
| 106 | Bishop Gatimu Ngandu Girls High | Central | Nyeri | 8.7014 | B{plain} | Girls |
| 203 | NYERI HIGH | Central | Nyeri | 7.81 | B-{minus) | Boys |
| 278 | CHINGA BOYS | Central | Nyeri | 7.213 | C+{plus} | Boys |
| 294 | Othaya Boys High | Central | Nyeri | 7.1445 | C+{plus} | Boys |
| 298 | Kanjuri High School | Central | Nyeri | 7.1289 | C+{plus} | Boys |
| 346 | SOUTH TETU GIRLS | Central | Nyeri | 6.599 | C+{plus} | Girls |
| 470 | GIAKANJA BOYS | Central | Nyeri | 5.58 | C (plain) | Boys |
| Pos. | School | KCSE Mean | County | Type |
| 25 | Kagumo High | 8.99 | Nyeri | Boys |
| 26 | Bishop Gatimu Ngandu | 8.962 | Nyeri | Girls |
| 71 | St Mary’s Boys Nyeri | 8.1 | Nyeri | Boys |
| 80 | Mahiga Girls | 8 | Nyeri | Girls |
| 133 | Nyeri High | 7.4 | Nyeri | Boys |
The schools have the best facilities and perform very well at the KCSE examinations.
Consider joining these schools to get the best services, education and performance at the KCSE examinations.
| 14300006 | MOI HIGH MBIRURI | National | Boys |
| 14300011 | SIAKAGO GIRLS HIGH SCHOOL | National | Girls |
| 14303101 | KANGARU SCHOOL | Extra County | Boys |
| 14303102 | ST. MARYS KIANGIMA SECONDARY SCHOOL | Extra County | Girls |
| 14303104 | KANGARU GIRLS SCHOOL | Extra County | Girls |
| 14303105 | KIRIMARI SECONDARY SCHOOL | Extra County | Boys |
| 14303107 | ITABUA SECONDARY SCHOOL | Sub County | Mixed |
| 14303108 | GATUNDURI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14303110 | EMBU COUNTY MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14303111 | KAMIU DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14303112 | GATONDO SECONDARY SCHOOL | Sub County | Mixed |
| 14303116 | NTHAMBO DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14303117 | KIMANGARU SECONDARY SCHOOL | Sub County | Mixed |
| 14303118 | DEB KANGARU SECONDARY SCHOOL | Sub County | Mixed |
| 14303119 | ST. MICHAEL MUNICIPALITY MIXED DAY SECONDARY SCHOO | Sub County | Mixed |
| 14303120 | ST. PETER’S GATITURI MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14303121 | URBAN INTERGRATED SECONDARY SCHOOL | Sub County | Mixed |
| 14303201 | ST PAUL’S HIGH SCHOOL KEVOTE | Extra County | Boys |
| 14303202 | ST.JOSEPH’S SECONDARY SCHOOL-MTETU | County | Mixed |
| 14303203 | ST TERESA’S GIRLS’ – KITHIMU | Extra County | Girls |
| 14303205 | KITHEGI MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14303206 | ST CHRISTOPHER MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14303207 | ST. LUKE’S DAY SECONDARY SCHOOL-KARURINA | Sub County | Mixed |
| 14303208 | ST’FRANCIS NGOIRE SECONDARY SCHOOL | Sub County | Mixed |
| 14303209 | ST BENEDICT’S KITHIMU DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14303210 | ST.MICHAEL KEVOTE MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14303211 | RUKIRA DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14312101 | SIAKAGO BOYS HIGH SCHOOL | Extra County | Boys |
| 14312104 | GANGARA SECONDARY SCHOOL | Extra County | Mixed |
| 14312105 | KIAMBERE SCHOOL COMPLEX | Extra County | Mixed |
| 14312106 | ACK RIANDU SECONDARY SCHOOL | County | Mixed |
| 14312107 | GITIBURE SECONDARY SCHOOL | Sub County | Mixed |
| 14312108 | SIAKAGO MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14312109 | ITIIRA SECONDARY SCHOOL | Sub County | Mixed |
| 14312111 | KIVUE DAY MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14312112 | ST JOHN THE BAPTIST – KIRIE SECONDARY SCHOOL | Sub County | Mixed |
| 14312113 | ACK KAMBARU DAY MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14312114 | CIERIA MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14312115 | KUNE MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14312116 | S.A GIKUYARI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14312117 | ALL SAINTS KARAMBARI SECONDARY SCHOOL | Sub County | Mixed |
| 14312118 | ST. PETER’S MBARWARI SECONDARY SCHOOL | Sub County | Mixed |
| 14312119 | DEB MUCHONOKE SECONDARY SCHOOL | Sub County | Mixed |
| 14312120 | DEB KABACHI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14312121 | NDUTORI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14312122 | ACK MARY MAGDALENE HIGH SCHOOL FOR THE DEAF | National | Mixed |
| 14312123 | S.A MICHEGETHIU SECONDARY SCHOOL | Sub County | Mixed |
| 14312301 | KANYUAMBORA SECONDARY SCHOOL | Extra County | Boys |
| 14312303 | KIGWAMBITI SECONDARY SCHOOL | County | Mixed |
| 14312304 | KARANGARE SECONDARY SCHOOL | County | Mixed |
| 14312305 | KATHIGAGACERU SECONDARY SCHOOL | Sub County | Mixed |
| 14312306 | A.C.K ST.BARNABAS-KAVENGERO | Sub County | Mixed |
| 14312307 | GITII A.C.K. SECONDARY SCHOOL | County | Mixed |
| 14312308 | KAMARANDI SECONDARY SCHOOL | County | Mixed |
| 14312309 | ST. LUKES SECONDARY SCHOOL – KAMWAA | Sub County | Mixed |
| 14312310 | ST.RITA SECONDARY SCHOOL – NGUNYUMU | Sub County | Mixed |
| 14312311 | ST.JOHN XXIII GWAKAITHI SECONDARY SCHOOL | Sub County | Mixed |
| 14312312 | ST.MICHAEL SECONDARY SCHOOL KYENIRE | County | Mixed |
| 14312313 | ST. TIMOTHY’S KIANJERU SECONDARY SCHOOL | Sub County | Mixed |
| 14312314 | ST. MATHEW KATHANGUTARI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14312315 | DEB KARUARI SECONDARY SCHOOL | Sub County | Mixed |
| 14312316 | S.A MUTHANTHARA SECONDARY SCHOOL | Sub County | Mixed |
| 14312317 | ACK KAMUTU SECONDARY SCHOOL | Sub County | Mixed |
| 14312318 | ST. ANDREWS NGOCE SECONDARY SCHOOL | Sub County | Mixed |
| 14312319 | ST. ANDREW’S KOGARI SECONDARY SCHOOL | Sub County | Mixed |
| 14312320 | A C K EMMANUEL CIANTHIA SECONDARY SCHOOL | Sub County | Mixed |
| 14312321 | THE ARCH ANGELS’ KANYUERI HIGH SCHOOL | County | Mixed |
| 14312322 | KIRIGO SECONDARY SCHOOL | Sub County | Mixed |
| 14312324 | ST. JOHN’S KARIGIRI SECONDARY SCHOOL | Sub County | Mixed |
| 14312325 | ST. PETERS SECONDARY SCHOOL-MBARAGA | Sub County | Mixed |
| 14312326 | ACK ST. LUKE’S CIANGERA DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333102 | ST. CATHERINE NTHAGAIYA GIRLS SECONDARY SCHOOL | Extra County | Girls |
| 14333103 | THIGINGI GIRLS SECONDARY SCHOOL | County | Girls |
| 14333104 | ST. FRANCIS KANJA SECONDARY SCHOOL | County | Mixed |
| 14333105 | GICHICHE SECONDARY SCHOOL | County | Mixed |
| 14333106 | GITARE MIXED SECONDARY SCHOOL | County | Mixed |
| 14333107 | ST MARK’S ENA SECONDARY SCHOOL | Sub County | Mixed |
| 14333108 | S A GIKUURI SECONDARY SCHOOL | Sub County | Mixed |
| 14333109 | MACUMO DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333110 | MUGUI SECONDARY SCHOOL | Sub County | Mixed |
| 14333111 | ST. MARYS KIGAA MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333112 | ST JOHN SECONDARY SCHOOL-KATHANDE | Sub County | Mixed |
| 14333113 | UGWERI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333114 | ACK. KAGAARI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333115 | MURAGARI SECONDARY SCHOOL | Sub County | Mixed |
| 14333116 | KITHUNGUTHIA MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333117 | ST. THOMAS AQUINAS DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333118 | ACK NDUMARI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333119 | ST JOHN FISHERS SECONDARY SCHOOL MBUI NJERU | Sub County | Mixed |
| 14333120 | S.A NDUURI SECONDARY SCHOOL | Sub County | Mixed |
| 14333121 | NICA KANDURI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333201 | KYENI GIRLS’ HIGH SCHOOL | Extra County | Girls |
| 14333202 | KEGONGE BOYS HIGH SCHOOL | Extra County | Boys |
| 14333203 | ST AGNES KIAGANARI GIRLS SECONDARY SCHOOL | Extra County | Girls |
| 14333204 | S.A KYENI GIRLS SECONDARY SCHOOL | County | Girls |
| 14333205 | ST. MARY GORETTI GIRLS’ SECONDARY SCHOOL | County | Girls |
| 14333206 | ST JOHN KATHUNGURI SECONDARY SCHOOL | County | Mixed |
| 14333207 | ST. GETRUDE SECONDARY SCHOOL-KINTHITHE | Sub County | Mixed |
| 14333208 | KIANGUNGI SECONDARY SCHOOL | County | Mixed |
| 14333209 | CIAMANDA MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333210 | MUFU SECONDARY SCHOOL | Sub County | Mixed |
| 14333211 | ST JUDE KARURUMO SECONDARY SCHOOL | Sub County | Mixed |
| 14333212 | ST BARNABAS KATHARI SECONDARY SCHOOL | Sub County | Mixed |
| 14333213 | S.A MUKURIA SECONDARY SCHOOL | Sub County | Mixed |
| 14333214 | E.A.P.C KARIRU MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333215 | ST ANTHONY KIVURIA DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333216 | A.C.K NYAGARI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333217 | GATUMBI BAPTIST MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333218 | ST. PAUL KIAMBOA SECONDARY SCHOOL | Sub County | Mixed |
| 14333219 | KASAFARI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333221 | A.C.K KATHANJURI MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14333222 | D.E.O GAKWEGORI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333223 | NICA MUGANJUKI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14333225 | N.I.C.A RUKURIRI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14341101 | MAYORI SECONDARY SCHOOL | Extra County | Mixed |
| 14341103 | KIAMBERE MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341104 | MARIARI GIRLS SECONDARY SCHOOL | Extra County | Girls |
| 14341105 | ST THOMAS IGUMORI | Sub County | Mixed |
| 14341106 | MACHANG’A MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341107 | KERWA MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341108 | MUTUOBARE SECONDARY SCHOOL | Sub County | Mixed |
| 14341109 | KABUGURI SECONDARY SCHOOL | Sub County | Mixed |
| 14341110 | NGIORI INTERGRATED SECONDARY SCHOOL | Sub County | Mixed |
| 14341111 | GACABARI SECONDARY SCHOOL | Sub County | Mixed |
| 14341112 | ST.JOSEPH’S MIXED DAY SECONDARY SCHOOL IRIAMURAI | Sub County | Mixed |
| 14341113 | ST. PAUL KARURA SECONDARY SCHOOL | Sub County | Mixed |
| 14341114 | ST. BARNABAS SECONDARY SCHOOL GATIRARI | Sub County | Mixed |
| 14341115 | RUGOGWE MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14341116 | ST. AUGUSTINE SECONDARY SCHOOL, MARIARI | Sub County | Mixed |
| 14341118 | ST. MARY’S NTHARAWE MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341201 | NYANGWA BOYS’ HIGH SCHOOL | Extra County | Boys |
| 14341202 | NGENGE SECONDARY SCHOOL | County | Mixed |
| 14341203 | KIAMURINGA SECONDARY SCHOOL | County | Mixed |
| 14341204 | ST.CLARE GIRL’S SECONDARY SCHOOL-KANGETA | County | Girls |
| 14341205 | YODER KARWIGI MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341206 | KIRIMA MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341207 | GIKIIRO SECONDARY SCHOOL | Sub County | Mixed |
| 14341208 | MBITA SECONDARY SCHOOL | Sub County | Mixed |
| 14341209 | ST. MARY’S GATAKA MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341211 | MUNYORI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14341212 | KANGUNGI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14341213 | MUTUS MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14341214 | KAMUNYANGE SECONDARY SCHOOL | Sub County | Mixed |
| 14341215 | ACK RIANJERU MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341216 | DEB KABURURI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14341218 | ST. MARY NYANGWA GIRLS SECONDARY SCHOOL | Sub County | Girls |
| 14341301 | MBONDONI SECONDARY SCHOOL | County | Mixed |
| 14341302 | MAKIMA SECONDARY SCHOOL | Sub County | Mixed |
| 14341303 | KANYONGA SECONDARY SCHOOL | Sub County | Mixed |
| 14341304 | MASHAMBA SECONDARY SCHOOL | Sub County | Mixed |
| 14341305 | ST. JOSEPH SECONDARY SCHOOL, KITOLOLONI | Sub County | Mixed |
| 14341306 | ST CHARLES LWANGA MIXED SECONDARY SCHOOL-MWANYANI | Sub County | Mixed |
| 14341307 | A.I.C NDUNE MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341401 | KARABA BOYS SECONDARY SCHOOL | County | Boys |
| 14341402 | STEPHEN KISILU SECONDARY SCHOOL RIAKANAU | County | Mixed |
| 14341403 | GATEGI GIRLS SECONDARY SCHOOL | County | Girls |
| 14341404 | JOSEPH ALLAMANO – WACHORO SECONDARY | Extra County | Boys |
| 14341405 | CONSOLATA GIRLS SECONDARY SCHOOL- GITARAKA | County | Girls |
| 14341406 | MBONZUKI SECONDARY SCHOOL | Sub County | Mixed |
| 14341407 | IRIA ITUNE SECONDARY SCHOOL | Sub County | Mixed |
| 14341409 | A C K MALIKINI SECONDARY SCHOOL | Sub County | Mixed |
| 14341410 | WANGO AIC SECONDARY SCHOOL | Sub County | Mixed |
| 14341411 | S.A GATEGI SECONDARY SCHOOL | Sub County | Mixed |
| 14341412 | KIKUMINI MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14341413 | MAVIANI SECONDARY SCHOOL | Sub County | Mixed |
| 14341415 | ST. MATHEW’S KAMWELI SECONDARY SCHOOL | Sub County | Mixed |
| 14341416 | A.I.C NTHINGINI SECONDARY SCHOOL | Sub County | Mixed |
| 14355101 | KING DAVID BOYS HIGH SCHOOL, KAMAMA | Extra County | Boys |
| 14355102 | KIRIARI GIRLS HIGH SCHOOL | Extra County | Girls |
| 14355103 | GITURI SECONDARY SCHOOL | Sub County | Mixed |
| 14355104 | ST.MARTHA DAY MIXED SECONDARY SCHOOL | Sub County | Mixed |
| 14355105 | KITHUNGURIRI SECONDARY SCHOOL | Sub County | Mixed |
| 14355106 | KENGA MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355107 | D.E.B KAIRURI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355108 | ALL SAINTS KIGARI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355109 | ACK ST. MARY’S SECONDARY SCHOOL-MUKANGU | Sub County | Mixed |
| 14355110 | KAMVIU SECONDARY SCHOOL | Sub County | Mixed |
| 14355111 | KIRIARI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355112 | KAVUTIRI BOYS SECONDARY SCHOOL | Extra County | Boys |
| 14355113 | ST JOHN’S KIANJUKI SECONDARY SCHOOL | County | Girls |
| 14355114 | KIANJOKOMA MIXED DAY SECONDARY SCHOOL. | Sub County | Mixed |
| 14355115 | DEB KAVUTIRI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355116 | S.A MANYATTA MIXED DAY SECONDARY SCHOOL | Sub County | Boys |
| 14355131 | KIRIGI DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355201 | NGUVIU BOYS HIGH SCHOOL | Extra County | Boys |
| 14355202 | NGUVIU GIRLS SECONDARY SCHOOL | Extra County | Girls |
| 14355203 | ST PETER’S KATHAKWA SECONDARY SCHOOL | County | Mixed |
| 14355204 | KAGUMORI SECONDARY SCHOOL | Sub County | Mixed |
| 14355205 | MUVANDORI MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355206 | ST. ALPHONSE MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355207 | ST. JOSEPH THE WORKER DAY SECONDARY SCHOOL | Sub County | Mixed |
| 14355208 | ST. BENEDICTS SECONDARY SCHOOL-KARAU | Sub County | Mixed |
| 14355209 | DIVINE MERCY RUGUMU MIXED DAY SECONDARY SCHOOL | Sub County | Mixed |
Sacred Heart Roreti Girls High SCHOOL KCSE 2020/2021 RESULTS ANALYSIS (SCHOOL MEAN, INDIVIDUAL CANDIDATES’ RESULTS AND MEAN GRADE SUMMARY)- Sacred Heart Roreti Girls High School is a top performing high school located in Kericho County of Kenya. Here is the KCSE 2020 results analysis for the school.
Sacred Heart Roreti Girls High school has always maintained a good run in the KCSE examinations over the years. For instance, in the 2019 Kenya Certificate of Secondary Education (KCSE) examination results the school emerged among the top 100 schools in the whole country.
You may also like;
KCSE Results 2021 – Check Your KCSE Results Via KNEC SMS and Online
How to download KCSE 2020-2021 results for the whole school- Simplified guide
Sacred Heart Roreti Girls High school managed a mean score of 7.9 in the 2019 KCSE examinations.. Read more details here; KCSE 2019 list of top 200 schools nationally; Full list.
You may also like; KCSE 2019 national results and ranking per subject- Physics
We have analysed results for Sacred Heart Roreti Girls High school in the KCSE 2020 examinations. Get the school’s KCSE 2020/2021 results and all schools in the country plus candidates in the official Knec results portal, here; KCSE 2020-2021 OFFICIAL RESULTS PORTAL.
KCSE 2020-2021 Top 100 Schools nationally
KCSE 2020-2021 Top 100 schools per county
| SPECIALIST | |||||
| BUNGOMA | |||||
| SPECIALIST | Bungoma | Bungoma South | Bungoma town | Direct | Life Care Hospital Limited Bungoma |
| GARISSA | |||||
| SPECIALIST | Garissa | Garissa Township | Garissa township | Direct | Antaliya Hospital Ltd |
| KAKAMEGA | |||||
| SPECIALIST | Kakamega | Lurambi | Mahiakalo | Referral | Lupe Medical Center |
| KERICHO | |||||
| SPECIALIST | Kericho | Ainamoi | Kericho | Referral | Dr.annette C Sang |
| KIAMBU | |||||
| SPECIALIST | Kiambu | Thika | Thika town | Referral | Thika Heart Centre |
| KISII | |||||
| SPECIALIST | Kisii | Kisii Central | Kisii town | Referral | Oasis Specialist Hospital Limited |
| SPECIALIST | Kisii | Nyaribari Chache | Kisii town | Referral | Kisii Physiotherapy Clinic |
| KISUMU | |||||
| SPECIALIST | Kisumu | Kisumu Central | Kisumu town | Referral | Aga Khan Hospial Kisumu |
| SPECIALIST | Kisumu | Kisumu Central | Kisumu | Referral | Dr Sanjeev Parma |
| SPECIALIST | Kisumu | Kisumu Central | Kisumu | Referral | Iris Eye Clinic |
| NAIROBI | |||||
| SPECIALIST | Nairobi | Dagoreti North | Upperhill | Referral | Nairobi Ent |
| SPECIALIST | Nairobi | Dagoreti North | Upperhill | Direct | Mediheal Hospital Upperhill |
| SPECIALIST | Nairobi | Dagoretti | Upperhill | Referral | Nairobi Radiotherapy & Cancer Centre |
| Type | County | Sub County | Town | Access | Facility Name |
| SPECIALIST | Nairobi | Dagoretti | Upperhill | Referral | Nairobi Hospital |
| SPECIALIST | Nairobi | Langata | Karen | Referral | Karen Hospital |
| SPECIALIST | Nairobi | Starehe | Cbd | Referral | Nairobi Audiology Centre |
| SPECIALIST | Nairobi | Starehe | Parklands | Referral | M. P. Shah Hospital |
| SPECIALIST | Nairobi | Westlands | Westlands | Direct | Chiromo Lane Mental Hospital |
| NANDI | |||||
| SPECIALIST | Nandi | Chesumei | Kapsabet town_safari hotel | Direct | Bliss Gvs Healthcare Ltd Kapsabet |
| UASIN GISHU | |||||
| SPECIALIST | Uasin gishu | Turbo | Kahoya | Referral | Gynocare Womens & Fistula Hospital |
| SPECIALIST | Uasin gishu | Wareng | Eldoret | Referral | Eldo Eye Centre |
| Specialist Service Providers | |||||
| Meru | |||||
| Specialist Service Providers | Meru | North Imenti | Meru town | Referral | Meru Doctors Plaza |
FORM ONE
TOPIC ONE
INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION
Learning outcomes
By the end of this topic, you should be able to:
1) Explain the importance of learning CRE
2) Explain the content outline of the bible and its major divisions
3) Explain the Bible as the word of God, its major divisions and its human authors.
4) Trace the major translation of the Bible from the original languages to local languages
5) Discuss the effects of Bible translations on African languages
LESSON ONE. THE IMPORTANCE OF LEARNING CRE
Definition of Christian Religious Education (CRE)
Christian Religious Education is the study of God’s revelation to human beings through scriptures, the persons of Jesus Christ and the Holy Spirit.
Why do schools study CRE?
There are many reasons why schools study CRE. Some of the reasons are to:
The Bible.
The Bible is the sacred book containing God’s revelation to people. It is the inspired word of God. It isthe book through which God communicates with His people.
The Bible as the word of God.
The Bible is the word of God because
commandments
The Bible as a library
The Bible is referred to as a library since it is a collection of inspired scriptures or books. The Biblecontains 66 books. The Bible is divided into the Old Testament and the New Testament. The OldTestament contains 39 books while the New Testament contains 27 books. However, the Roman
Catholic Church accepts 7 additional books referred to as Apocrypha or Deutero or canonical books. Theword Apocrypha means hidden or secret. They are Esdras (1,2), Tobit, Judith, Ecclesiaticus, Baarch andMaccabees.
Why the Bible is a library.
Several studies show that:
LESSON TWO. THE BIBLE: MAJOR DIVISIONS AND ITS BOOKS
Learning outcomes.
By the end of the lesson you should be able to describe the major divisions of thebible
Major divisions of the Bible
The bible is divided into two major divisions. These are the Old Testament with (39 Books) and the NewTestament with (27 Books). The word Testament means covenant or agreement with God.
The Old Testament books are divided into:
Law books or the Pentateuch or Torah.
The books of law are (i) Genesis (ii) Exodus (iii) Leviticus (iv)
Numbers (v) Deuteronomy. Moses wrote these books. They contain the law of God as it was given to thepeople of Israel through Moses. They also contain the history of the Israelites from creation to the timethey entered the Promised Land. The author Moses is regarded as a lawgiver, teacher and prophet.
Historical books
There are the 12 consecutive books from (i) Joshua (ii) Judges (iii) Ruth (iv) 1, 2 Samuel (v) 1, 2 Kings (vi)
1, 2 Chronicles (vii) Ezra (viii) Nehemiah (ix) Esther. These 12 books record the history of the Israelites.
They also contain information about the life and achievements of some prophets for example the lifehistory of Elisha and Elijah.
Exercise 1 – Go through the 12 books and check page by page the names of other prophets.
Poetic Books
The books are poetic in nature. The poetic books contain wise sayings, songs, and prayers. The poeticbooks are (1) Psalms which was written by David (ii) Proverbs (iii) Ecclesiastes (iv) Song of Solomonwritten by Solomon and (v) Job.
These are divided into major and minor prophets. A prophet is a messenger of God, or God’s
spokesperson. A prophet is a mouthpiece of God. Prophets pass information and messages from God tothe people. They are messengers from God. Their messages from God concern the future.
New Testament books are:
Gospel means Good News. The disciples of Jesus wrote the biographical books. They contain
information about the birth, life, ministry, death, and resurrection of Jesus Christ. The biographicalbooks are four. (i) Mathew – Written by Mathew (ii) Mark – Written by Mark (iii) Luke – Written by Luke,the doctor and (iv) John – written by John (the beloved disciple of Jesus Christ)
There is one historical book, which is the Acts of the Apostles. Luke, the writer of the St. Luke’s Gospel,wrote it. The book of Acts tells us the history of the early church.
There are two Epistles. Pauline Epistles and General Epistles
Pauline Epistles. These are letters written by Paul. They are 13 letters, that Paul wrote to (1) Romans(2,3) 1, 2 Corinthians (4) Galatians (5) Ephesians (6) Philippines (7) Colossians (8, 9) 1, 2 Thessalonians(10, 11) 1, 2 Timothy (12) Titus and (13) Philemon.
General Epistles are letters written to the church by other people. The letters are 8 in number. They (1)Hebrews (2) James (3,4) 1, 2 Peter (5,6,7) 1, 2, 3, John and (8) Jude
LESSON THREE. MAJOR BIBLE TRANSLATIONS FROM THE ORIGINAL LANGUAGES TO LOCAL LANGUAGES
Learning outcomes. By the end of this lesson, you should be able to: –
These books of the Bible are accepted as the Canon of the Bible. The term Canon means Standard orguidance or rule. Translation means expression of books by words and pictures, poems and songs fromone language to another. The Old Testament was originally written in Hebrew, the language of theIsraelites. Then between 250 – 100 BC, it was translated to the Greek language. The Greek translation ofthe Bible was known as Septuagint. This term refers to 70 translators. The Jews in dispersion or Diasporaused this translation. These were the Jews living outside Palestine.
Between 386 – 420 A.D. Jerome, a great Christian Scholar, translated the entire bible from Greek intoLatin, the language of the Romans. This translation was called Vulgate. Christians used the Latintranslation of the Bible up to the 16th century. During the reformation in the 16th Century, Christianswere encouraged to use their own native languages in worship. From that time, the Bible was translatedinto English and German. As Christianity spread to different parts of the world, there was the need fortranslations of the Holy Bible into various languages. In 1804, the British formed the Foreign BibleSociety, which translated the Bible into many languages.
Johann Ludwig Krapf translated the New Testament into Kiswahili. This was the first Bible translation in East Africa. Since that time, the Bible Society of Kenya has translated the Bible into other languages such as Kikuyu in 1951, Kikamba in 1956, Kimeru in 1964, Kalenjin in 1968, and Luhya in 1974. By 1980 the
Bible had been translated into 29 Kenyan languages. To date (2010) the Bible has been translated into 42 languages of Kenya.
Translation and versions used in Kenya today
Besides bible translation into several languages, there are many English translation versions, which are commonly used in Kenya. These are (i) King James Version (ii) Jerusalem Bible (iii) New International version (iv) English Bible (v) The Authorized Version (vi) Good News (vii) Revised Standard Version (viii) New King James Version (ix) Amplified Bible (x) The living Bible (xi) The African Bible (xii) Common Bible (xiii) Today’s English Bible (xiv) American version among others. Writing of the Bible
By 2010, the Bible Society of Kenya had translated the Bible into 42 Kenyan languages. The need to read the Bible led to writing of Bible reading materials to teach literacy in local languages. Those who wrote the Bible used different styles, and figures of speech to make their message vivid and clear. Several literary forms were used in the writing of the Bible.
These are:
Activity
iii) Prophetic speeches by Jeremiah
vii) Gospels for example. Mark’s Gospel
viii) Religious events for example Exodus
The effects of Bible translations on African languages
Bible translations:
iii) Increased the demand for the Bible. This led to writing of Books and setting up of printing presses in African countries.
vii) The African converts realized that the missionaries were unfair to them. There was for example a different treatment of African by White missionaries. This was inequality of races, which was and is even now against Christian teachings.
viii) Helped Africans to re-discover their cultural identity. For example the use of African instruments, dressings, and practice of polygamy, which David and other kings in the Old Testament did.
The effects of Bible translations on Africans communities
After the first Bible translations, there were immediate effects or influences on some communities. For example, some community leaders did not agree with the Christian teachings. Some wanted to retain aspects of their African religion. As a result, some communities who disagreed with Bible translations established their own Christian denominations in order to preach the Bible, as they understood it. This was the emergence of independent churches. Some African communities built independent schools where their children could learn how to read and write without being forced to practice all the Christian teachings.
Review questions
1) What is the importance of reading the Bible?
2) How is the Bible used in society today?
3) How does the Kenya Government use the Bible today?
4) Name the major divisions of the Bible in both the New Testament and the Old Testament
5) What are the effects of Bible translation on African languages?
6) Why is the Bible referred to as (a) a Library and (b) the Word of God
7) What is the meaning of the term inspiration?
Study activities
TOPIC TWO: CREATION AND THE FALL OF MAN (GENESIS 1-3, 6-9, 11)
INTRODUCTION
In this topic, you shall learn about creation and the fall of man. This information is in Genesis LESSON one and two. Read Genesis 1-3, 6-9, 11).
Learning Outcomes. By the end of this topic, you should be able to:
a Describe the biblical accounts of creation.
b Identify the attributes of God from the Biblical creation accounts.
c Describe the traditional African understanding of creation.
d Explain the teachings from the Biblical creation accounts
e Explain the origin and consequences of sin according to the biblical accounts of the fall of man.
f Explain the traditional African concept of evil and draw similarities and differences with the Biblical concept of sin.
g Explain God’s plan of salvation.
LESSON ONE. BIBLICAL ACCOUNTS OF CREATION AND THEIR MEANINGS
Learning outcomes. By the end of this topic you should be able to:
The book of Genesis begins with two creation stories. The first creation story is in Genesis chapter one.
The second creation story is in Genesis chapter two.
The two creation stories
The first creation story is in Genesis chapter one The second creation story is in Genesis chapter two. This story is like a song or poem. It’s written, “Let there be…” and God saw that it was good … toseparate”, and there was evening and morning on …”Each creation is taken as a day. The creation took place in the following order.
It is orderly
1st day – God created day and night (Light and darkness)
2nd day – The Heavens (sky)
3rd day – The Earth, Water / Sea, Vegetation (Plants, trees, grass)
4th day – Sun, Moon and Stars
5thday – Birds, Sea Creatures
6th day – Animals, Livestock, Man was the last creation (human beings)
7th day – God rested and blessed the 7th day and made it holy.
In this creation story, we see God creating things in an orderly manner, day after day until the 6th day. Itwas last in the first account.
God created man from dust and breathed into his nostrils before anything else is mentioned. God thenput man in the Garden of Eden, which He had made for him so that man could till and keep it. Thegarden was planted eastward in Eden. Out of the ground, God made every tree to grow. In the middle ofthe garden, there was the tree of knowledge of good and evil. Man was given the responsibility of tillingand conserving the garden. Man was commanded to eat of every tree in the garden except the tree ofknowledge of good and evil. A river flowed from the garden and then it separated into four tributaries.
God saw that man should not be alone hence he made him a helper/mate; a woman from one of theman’s ribs. Man was also given the responsibility of naming all the animals in the garden. There ismention of God resting after work
Differences between the two creation stories
Mentions what was created on which day. Each creation takes a day Doesn’t mention the daily activitiesof GOD
This story is like a song or a poem. Its written, Let there be…” and God saw that it was good … toseparate”, and there was evening and morning on The story is in prose. For example… and God said …and it was evening
It is orderly Not orderly was last in the first account
Mentions what was created on which day Doesn’t’ mention what was created on which day
Rivers and garden are not mentioned Mentions rivers, and garden for tilling
Man and woman were created together Woman was created from ribs of man
No mention of the knowledge Mention of the knowledge
Marriage is for procreation Marriage is for companionship
Sun, moon, stars, sky are mentioned Sun, moon, stars, sky are not mentioned
God rested on the seventh day hence the Sabbath day Mention of resting after work but Sabbath day isnot mentioned
Similarities between the two accounts of creation
In both creation accounts
Activity
Find out the differences between the two creation stories and write them down. Now compare themwith my answer.
LESSON TWO: ATTRIBUTES OF GOD FROM THE BIBLICAL CREATION ACCOUNTS
Learning outcomes
By the end of this lesson, you should be able to state what you have learnt aboutGOD.
The creation stories tell us that God is:
(i) The sole creator and the only source of life
(ii) Immortal and Eternal
(iii) He is self-existent
(iv) God of order
(v) Source of goodness and true happiness
(vi) Holy, merciful and just
(vii) Provider and sustainer of the universe and all that is in it
(viii) All knowing (Omniscient)
(ix) All powerful (Omnipotent)
(x) Everywhere (Omnipresent)
(xi) A personal God.
(xii) He has a mind and a will
(xiii) Moral God. He is interested in the behavior of man and woman. He commands her/him to do theright things.
LESSON THREE: TRADITIONAL AFRICAN UNDERSTANDING OF CREATION
Learning Outcomes. By the end of this lesson, you should narrate your community creation storiesTraditional African view of creation is brought out through traditional stories of creation (Myths). TheAgikuyu, Akamba, Gusii and other Kenyan communities have stories explaining their origin. These storiesgive each community a sense of belonging, and identity. The stories explain the mysteries of life. Thesestories have common characteristics or teachings.
Thus all African communities believe that God: –
(i) Is the chief architect of the world
(ii) Existed from the very beginning of time.
(iii) Created everything out of nothing.
(iv) Provides for the needs of human beings.
(v) Was disobeyed by human beings who had lived in eternal bliss. This bliss came to an end whennhuman beings disobeyed God.
(vi) The African communities had different names to describe God. God was not known as God but asthe Creator of everything that existed on earth and skies. He was Mumbi and “Mungai” to Gikuyu. Hewas master of the universe. The Kamba called Him …NgaiwaMatu. They believed that God continues tocreate through human beings.
Examples of African creation stories
Activity. Ask your parents about your community creation story. Write the story and email or post tome.
LESSON FOUR: THE TEACHINGS FROM THE BIBLICAL CREATION ACCOUNTS
Learning Outcomes. After reading this lesson, you should:
III. A woman was made from the man’s flesh. She joins man in marriage and they become one flesh. Godordains marriage. Human beings were created to socialize.
Responsibilities given to human beings by God in the Genesis stories of creation
After creating man and then woman, God asked man to:
Group work. Work in twos or threes and answer these questions.
LESSON FIVE: BIBLICAL TEACHING: THE FALL OF MAN, ORIGIN OF SIN AND THE CONSEQUENCES
Introduction
Man and woman fell from the Garden of Eden. This experience is explained in genesis chapter 3 verse 4;chapter 6 verse 9 and chapter 11. In these verses, the Bible is teaching about sin, which made Adam andEve fall
Learning Outcomes. After reading this lesson, you should be able to:
Sin is defined as iniquity, and guilt. It is to miss a mark, to transgress. Sin is a rebellion or an offenceagainst God. Sin originated with the disobedience of Adam and Eve. They had been commanded not toeat of the fruits of the tree of knowledge of good and evil – the tree in the middle of the Garden ofEden. But Adam and Eve ate the fruit after being deceived by the serpent.Man had the power to resist temptation but instead he yielded. Genesis Chapter 3 verse 6 states thatman wanted to be wise and thought how wonderful it would be to become wise…” hence sin arises fromthe lack of knowledge of God, from the denial of trust of God.
The consequences of sinAfter sinning, we the human race and sinners:
1) Replaced friendship with God with fear of God.
2) Lost innocence. What had been innocent and good became shameful. Adam and Eve became
ashamed of their nakedness, something they had never felt before they sinned against God.
3) Lost good relationship with God. The good relationship between God and man was betrayed. Humanbeings – were alienated from God. “The Lord God sent him out of the Garden of Eden…”
4) Damaged the perfect relationship between man and woman. The Lord said to the woman “You willhave desire for your husband, yet you will be subject to him”.
5) Pain became part of human experience. “I will greatly multiply your pain in child bearing”.
6) Man began toiling and struggling to meet his needs… “You will have to work hard and sweat to makethe soil produce anything”
7) The home of man, and the earth itself was placed under a curse. “Cursed is the ground because ofyou.”Enmity between man and wild animals emerged.
9) Man began to die. Death sentence is passed upon all men. “You will return to the ground… you aredust”
10) Man began to hate. Man developed murderous feelings in his heart, for example Cain killed Abel, hisyounger brother.
11) Man changed and became prone to sin.
12) Life span of man was reduced (see Gen. 6:3)
” I will not allow people to live forever, they will live no longer than 120 years”
13) Man’s language was confused by God after the flood (read Gen.11: 7)
14) Sin led to embarrassment, mistrust, suffering, pain, pride, arrogance and death.
Summary
Disobedience of God by Adam and Eve brought serious sin consequences to human beings. Sin bringssadness and suffering to man even today.
Activity. In groups of two or three, discuss the origin and consequences of sin. Email or post youranswer to the writer
LESSON SIX: CONCEPT OF EVIL
Introduction
In this lesson, we shall discuss the concept of evil as told by the traditional African religion and the biblical writings. We shall study similarities and differences of evil from the two religions.
Learning outcomes
After reading this lesson, you should be able to:
What is evil?
In the traditional African society, evil was an offence against God, spirits and ancestors. It was also
viewed as an offence against another person or community. Evil was also a misfortune that can befall an
individual or a community.
What are the causes of evil?
Many of the traditional African societies do not associate God with evil. God is not the creator of evil.
Some communities believe that evil is an external power that exists on its own. Thus in the traditional
African society, evil was understood or explained as something mysterious that was caused by several
people and things. These were
Consequences of evil in tr
+aditional African society. These were many and ranged from
(a) Barrenness
(b) Drought
(c) Epidemics
(d) Madness
(e) Sickness
(f) Death
(g) Drowning
(h) Burning in a house
(i) War
(j)Physically and mentally handicapped children
(l) Rebellious children
LESSON SEVEN: GOD’S PLAN OF SALVATION
Learning Outcomes. After reading this lesson, you should be able to explain God’s plan of salvation
After the fall of man, God took steps to heal the damaged situation and relationship between Him and
Adam and Eve.
GOD
snake or serpent’s head. The serpent would attack the heel of man and woman.
All through the Old Testament, and the New Testament, we see God’s plan of salvation being
manifested. For instance, GOD chose and separated Abraham from other communities. The children of
Israel led by Moses (were delivered) from Egypt,. God sent prophets to teach and warn the Israelites of
the dangers of sin. Finally God sent his only son Jesus Christ to die on the cross to save human kind.
LESSON EIGHT. SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL AFRICAN VIEW OF EVIL AND
BIBLICAL CONCEPT OF SIN
Learning Outcomes After reading similarities and differences between traditional African view of evil and biblical concept of sin, you should be able to:
Similarities
Both the Biblical and traditional African view or agree that
1) God is supreme. God is neither the creator nor author of evil
2) Sin comes from the disobedience of God by human beings
3) Evil and misfortune are God’s curse to man (Biblical) while the traditional African society sees evil as curses by ancestors, and elders. Both curses lead to misfortunes.
4) The result of sin and evil is human sufferings
5) Sin and evil lead to man being separated from God
6) God is the guardian of law and order
7) Human beings have the ability to overcome evil
Differences
1) Biblical account emphasizes personal nature of sin while in the African concept, sin is more social and communal
2) Biblical account attributes evil to disobedience while African concept attributes evil not only to disobediences but other external forces.
3) Biblical accounts offer a message of hope to overcome evil while African concept doesn’t offer a solution to sin and evil.
4) Traditional African concept all forms of suffering as a result of sin while in the Bible suffering is not always a result of sin.
Review questions
1) Explain the differences between the two creation stories
2) State the traditional African view of creation
3) Explain how human beings continue with the work of creation
4) What is the origin of sin and evil according to traditional African society?
5) Give three consequences of sin as stated in Genesis
6) State the consequences of evil according to African traditional societies
7) Trace God’s plan of salvation of human kind
Compare biblical and traditional African understanding of evil and sin.
9) What does the command “Subdue the earth” in Genesis 1 verse 28 mean?
TOPIC THREE FAITH AND GOD PROMISES TO ABRAHAM
Learning Outcomes By the end of this topic, you should be able to:
LESSON ONE. BACKGROUND TO THE CALL OF ABRAHAM (Genesis 11:24-32, 12)
Introduction
The background to the call of Abraham is found in the first book of the bible. This is Genesis which is a Greek word meaning “Beginning”. The relationship between Adam and God was good but after Adam disobeyed GOD, their relationship changed because of sin by Eve and Adam. After sometime, God repaired this relationship by calling Abraham and offering salvation.
Learning Outcomes After reading the knowledge in this lesson, you should be to
Background
Abraham lived with his father Terah at a place called Ur. Abraham’s father lived among people who worshiped many gods. One of the god’s whom people of Ur worshipped was the moon. This worship of many gods is referred to as polytheism.
The family of Terah moved from Ur to Haran. While at Haran, God called Abraham at 75 years old. Hewas told to…..”Leave your country, your relatives and your father’s home and go to a land that I am going to show you”. Abraham obeyed God’s call. He left Haran for a land that was unknown to him. He took his property his wife Sarah and his nephew lot. At the time of the call of Abraham, he was known as Abram and his wife Sarai. God changed their names to Abraham and Sarah. Abraham means Father of many nations while Sarah means mother of nations.
On arrival in Canaan, he travelled and came to a place called Schechem. God appeared to him once more. Abraham built an altar for the lord at this place. Altars are places of worship. They were regarded as holy and were manifestations of God’s presence. An altar was made of stones.
After sometime, he separated with his nephew Lot due to their servants having strife over water for their livestock. Abraham left Canaan due to feminine. He went to Egypt.
Activity. 1. Where did Lot settle?
LESSSON TWO: FAITH AND GOD’S PROMISES TO ABRAHAM (HEBREWS 11: 1 – 6)
Learning outcomes: when you read this lesson, you should:
Faith is a strong belief, a complete trust or confidence in someone or something. It is also a firm belief, which is not based on any scientific or logical proof. Faith in God is an attitude of complete trust in God.
It is not based on concrete or tangible objects. Faith is manifested in the ways of life of a believer.
Abraham is an example of someone who had faith in God. He showed his faith in action in several ways.
A promise is giving an assurance of something to someone. The promises God gave to Abraham were that:
3, 15: 1 – 21, 21:1 – 7, 17: 15 – 18)
God called Abraham from idol worship in the same way God continues to call people to serve him.
1) Through Abraham, God had a plan to restore the relationship between man and God
2) Christians receive the promises of blessings from God through Abraham (Gods promises to Abraham fulfilled through Christians)
3) As Abraham left his own people, Christians should leave their sinful lives and put their whole trust in God.
4) Abraham is seen as the descendant not only of the Israelites but also of Christians
5) Christians have faith that God fulfils promises to them as he did to Abraham
6) Christians are assured of God’s protection
7) Through God’s dealing with Abraham, God shows that he values a personal relationship with human kind.
Through Jesus Christ Christians enter into an everlasting covenant with God. Just like Abraham entered into a covenant with God.
9) The promise to Abraham of Canaan promised land is to Christians the hope for new land – heaven
10) God continues to make promises to those who believe him
11) Abraham is the ancestor (Father) of all believers)
A covenant is a solemn agreement between two persons or two groups of people. An agreement is between two separated parties. It’s a pact, a treaty. When it is a covenant, it conveys a union or partnership.
There are components or features that must be in a covenant. A covenant must have a ceremony, sign, witnesses, promises/vows/oaths, obligations / consequences, and participants. A covenant establishes a sacrificial bond between the parties involved. There are obligations or rules by which the parties must abide by, adhere to and observe in order to keep the covenant. A covenant is an agreement and if it is broken, there are consequences for breaking it. In the Bible, there are many covenants.
iii. Examples of covenants in the bible
“Everything that lives and moves will be food for you…. Just as I gave you the green plants, I now give
you everything. Verse 4 says “ But you must not eat meat that has its lifeblood still in it”
many nations, (2) Be GOD of his descendants (3) Abraham will have a son an heir, (4) Given land of
Canaan and other lands from the river of Egypt to River Euphrates, and all for heirs of Abraham (Gen.
15: 17 – 18) (5) Circumcision of all males at 8 days after birth even none Israelites living in their land (6)
Covenant with Isaac
promised to be their God. Israelites were given the law written by GOD in “tablets of stone, with law and
commands I have written for…. instruction”. (Read exodus 23).
forever.
after God appeared to Abraham in a vision. During the visitation of God, Abraham was 100 years old and
Sarah 90 years. He was promised a son. Abraham wanted assurance from God. God told him to bring
him the following items for sacrifice.
Three (3) years olds: heifer, goat, ram and a dove and a pigeon.
Abraham then cut these animals into two halves and placed them opposite each other.
The birds were not split.
After it was dark, smoking fire and a flaming torch suddenly appeared and passed between the pieces
of animals.
Towards evening, Abraham fell into a deep sleep. While he slept the Lord appeared to him and told
him that:
His descendants will be strangers in a foreign land and be slaves for 400 years. But they will come out
of this land with a lot of wealth and God will punish the nation that will enslave Israelites.
He, Abraham will live up to a ripe age, and die in peace. Then the Lord made a covenant with
Abraham and promised to give him and his descendants the land of Canaan. God himself passed through
the sacrifices and bound himself to keep the promises.
God bound himself in a personal relationship with a human being
As God passed through the meat, he showed Abraham he would always protect him. This passed on
to the descendants of Abraham
This covenant between God and Abraham begins a lasting relationship between God and all the
nations of the earth.
Throughout this covenant God was initiating his plan of salvation for human kind
The promises made to Abraham were fulfilled in New Testament blood of the lamb – death of Jesus
Christ
It emphasized the importance of faith followed by obedience that Abraham shared.
Modern covenants are (a) Marriage (b) Baptism (c) Oath of loyalty and (d) Ordination of clergy
Marriage ceremony. In marriage, the bride, bridegroom and their families come together. When the two
families come together a relationship is developed. They make an agreement and both sides are
seriously involved in the ceremony, whether the marriage is civil or religious. During the marriage
ceremony the couple makes vows/promises to each other, before a priest/ pastor and the congregation.
Two officials witness these agreements. Rings are exchanged as a sign of a lasting relationship. A
certificate is given in some cases as a testimony (sign) of this agreement. There is eating and drinking.
Baptism. In a Christian baptism, a covenant is entered into between the believer and God. The believer
makes vows before God. The priest and the whole congregation witness this agreement. In some
churches, a card is issued to the person who has been baptized as a sign of Christian membership. The
baptized can now take the Holy Communion, which is a Christian Ceremony. But when an infant is
baptized, parents take the vows on behalf of the child.
Loyalty / oath. Leaders in public service for example the president, ministers, Members of Parliament,
and chief officers are sworn in before they take over their new responsibilities. They swear (take an
oath) and promise to carry out their duties firmly and without fear or favour.
Ordination of the clergy. Church leaders, nuns and priests take oaths and make vows to God and to the
congregation in a ceremony attended by worshippers.
The importance of modern day covenants
God tested Abraham’s faith by asking him to go and sacrifice his only son Isaac. This was the son he
loved so much. He was to travel to Mount Moniah. On reaching Mt. Moriah, he built an altar, and
arranged wood on it. He tied up his son Isaac and placed him on the altar on top of the wood. He lifted a
knife to kill him. “But the Angel of the Lord called out to him from heaven. Abraham! Abraham! Do not
lay a hand on the boy…Do not do anything to him. Now i know you that you fear God, because you have
not withheld from me your son, your only son” (v 11-12). Abraham had obedient reverence for God
became he did not keep back his only son from God.
God provided a ram for sacrifice. He named the mountain “the Lord provided” God was pleased with
Abraham and promised him blessings, many descendants’ victory, and protection.
Activity. Read Genesis 12:1 – 9, 15:1 – 6, 17:23 – 24, 21:1 – 7, 22:1-19
IMPORTANCE OF FAITH IN CHRISTIAN LIFE TODAY
impossible to please God.
know God better.
LESSON THREE: JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION
Learning Outcomes. After reading circumcision practices:
The rite of circumcision was started by Abraham and has been practiced by the Jews up to the present
times.
In the Old Testament, it was important because,
(i) Through circumcision: God assured Abraham that he would fulfil His promises to him.
(ii) Circumcision was a sign that Abraham and his descendants had entered into a covenant with God. It
was an outward sign of inner faith.
(iii) Circumcision was a mark of identity for the Jews
(iv) It was a sign of obedience to God
(v) It was an acceptance of God as the only true God and their willingness to remain faithful to him
In the New Testament,
(vi) Circumcision doesn’t qualify one to be a child of God. One is accepted as a Christian without
circumcision as long as they have faith in God.
(vii) A true descendant of Abraham is the Christian who truly believes in God and lives according to His
will regardless of colour, race or creed.
Circumcision is one of the rites of passage among the African people. It marks the transition from one
stage to another. Many ethnic communities in Kenya still practice the rite of circumcision. During
circumcision ceremonies, prayers are offered to God for the well being of the initiates (those who are
being circumcised) and the prosperity of the whole community. Initiates learn secrets of their
community and society. They are taught myths, origin, religious beliefs, and sex education. In some
communities, initiates are given new names or ornaments to signify their new status.
Similarities. In both Jewish and African communities, circumcision: (a) is a mark of identity (b) provided a
sense of belonging (c) was observed as a religious experience (d) was compulsory (e) was a tradition
passed from one generation to another (f) is a time for shedding blood (g) was a time for offering
prayers to God for the well being of the initiates (h) was a time for giving gifts (i) was a ceremony for
initiation (j) was a time for giving the initiates names (k) took place in sacred places.
Differences
In Jewish community,
boys in a few communities.
old.
iii. Circumcision was for boy’s organ while in African societies several forms of initiation were done for
example, removal of teeth, and body piercing among others.
customary law where ancestors were invoked to protect the initiates.
Among the African societies
vii. The initiates were grouped into age groups, and were secluded from the community while among
the Jews it was not so.
viii. The rite of circumcision according to seasons while the Jews once a child is born, they are
circumcised on the 8th day.
the Jews the initiate was still a child.
Revision questions
1.Explain why Abraham is referred to as the father of faith
TOPIC FOUR: SINAI COVENANT
Learning Outcomes. After studying this topic,
LESSON ONE: THE CALL OF MOSES
Learning Outcomes. After studying this lesson, you should describe the call of Moses
One day, Moses was looking after or tending the flock of Jethro his father-in-law. Jethro was a priest of
Midian. When Moses came to mount Horeb, the mountain of God, the angel of the Lord appeared to
him in flames of fire from within a bush. Moses saw that although the bush was on fire, it was not
burning.
Moses went over to the burning bush to look. God called him out within the bush… “Moses! Moses!” He
replied, “Here I am”. God then told Moses not to come closer and to take off his sandals for the place
where he was standing was a holy ground.
God introduced himself as the God of his father, the God of Abraham, the God of Isaac and the God of
Jacob. God then said he had seen the misery and sufferings of the Israelites in Egypt. He had heard their
cry. God had come down to rescue Israelites from the hand of Egyptians. God was to take them to their
home, the land of the Canaanites, a land flowing with milk and honey.
God told Moses that He was sending him to go to Pharaoh and bring out the Israelites, the people of
God, from Egypt. Moses resisted the call. He asked God “Who am I, that is should go to Pharaoh and
bring the Israelites out of Egypt?” God promised to be with him. God said to Moses… Say to the
Israelites… the Lord. The God of their fathers, God of Abraham, God of Isaac and God of Jacob has sent
me to you.
Moses was told to assemble the elders of Israel and inform them that God was going to deliver them
from Egypt. Moses was then to go to the king of Egypt with the elders. He was to tell the king “the Lord,
the God of the Hebrews has met with us. (EXODUS 3:1 – 22)
God’s sign to Moses. Moses was given several signs by God In case the people of Israel did not believe in
him.
it turned into his staff
leprous. He was asked to put it back into his cloak and it was restored.
spokesman.
Reasons Moses gave against the call
Moses however heeded to the call and went back to Egypt together with his family. God promised to be
with him and perform signs before Pharaoh.
What does the name Moses mean? It means drawn out of water.
What did Moses learn about God from his Calling? Moses learnt that:
worshipper and now Moses, a murderer, a fugitive and a stammer.
How did God prepare Moses to be the future leader of Israelites?
LESSON TWO: THE TEN PLAGUES EXODUS 7:14-11:10
Learning outcomes. After studying this lesson, you should
During the call of Moses at Mount Sinai, God gave Moses a rod with which he could perform mighty
signs before the Israelites and before Pharaoh. Aaron was to be his spokesman. Moses and Aaron
gathered the Israelite elders and leaders to tell them what God had said to them. After Moses had
performed the miracles that God had showed him; the Israelite leaders believed him.
They then approached Pharaoh so that he may release the Israelites. However instead of releasing the
Israelites, Pharaoh became crueler. He gave Israelites harder work.
When Pharaoh refused to release Israelites, God instructed Moses to bring ten plagues upon Egypt.
These plagues brought; great trouble and suffering to Israelites.
Ten plagues
1) The plague of blood (Exodus 7: 14 – 25)
Moses and Aaron used the rod. They struck the waters of the river as God instructed them. All the water
in the rivers, canals, and pools in Egypt turned into blood. All the fish died and there was no water to
drink. This situation lasted for seven days. However Pharaoh’s heart was hardened. He did not release
the Israelites.
2) The plague of frogs (Exodus 8:1 – 15)
God then sent Moses to tell Pharaoh that if he refused to release the Israelites the whole land would be
covered with frogs. At the command of Moses, Aaron held out the rod of Moses and frogs covered the
whole land. On seeing this, Pharaoh pleaded with Moses and Aaron to pray to the Lord to get rid of the
frogs and he would release them. They prayed and all the frogs died. Pharaoh, however, changed his
mind and refused to release the Israelites.
3) Plague of gnats (Exodus 8:16 – 19)
The lord instructed Moses to tell Aaron to strike the ground and Aaron did so and all the dust in Egypt
turned into gnats or small flies that bites. The magicians of Egypt could perform the first two plagues.
They could not bring the plague of gnats. Egyptians acknowledged that the presence of gnats or small
flies that bites was God’s work. But even with this information, Pharaoh still refused to release the
Israelites.
4) Plague of flies (Exodus 8:20 – 32)
The Lord warned Pharaoh through Moses once more. He was told that God would send swarms of flies
to the Egyptian houses. The Israelites houses would be spared. Even after bringing the plague of flies,
Pharaoh’s heart hardened even more
5) Death of cattle (Exodus 8:1 – 7)
A plague of disease befell the Egyptian cattle. Not a single Israelites’ animal died. Pharaoh was not
moved; and he refused to let Jews go home.
6) Plague of boils (Exodus 9:8 – 12)
Moses threw ashes into the air as God had instructed. This produced boils, which became open sores on
the skin of the Egyptians. Unmoved by the suffering of his people, Pharaoh still refused to let the
Israelites leave.
7) Plague of hail (Exodus 9:13 – 35)
Moses raised his rod and there was a hailstorm with lighting and thunder. The people, animals and
plants that were struck by the lightning died. Pharaoh then promised to let the Israelites go but as soon
as Moses prayed for the hailstorm to stop, pharaoh hardened his heart and refused to let the Israelites
leave.
Plague of Locusts (Exodus 19:1 – 20)
Locusts covered the whole land and ate all the crops in the fields. The locusts ate all that had not been
destroyed by the hailstorm. When Moses prayed to God, for locusts to leave; Pharaoh hardened his
heart and refused to let the Israelites leave.
9) Plague of darkness (Exodus 10: 21 – 29)
God then instructed Moses to stretch out his hand to heaven. There was total darkness in Egypt for
three days. But there was light where the Israelites they were living. Pharaoh remained unmoved and
would not release the Israelites out of Egypt.
10) Death of Egyptian first-born males (Exodus 11: 1 – 31).
After the plague of darkness, God sent Moses once more to Pharaoh. He was told that this time even his
family would be affected. The Lord would kill all the first-born Egyptian sons and first-born male animals
at midnight. This plague occurred during the night of Passover. Pharaoh was moved and allowed
Israelites to leave Egypt.
What do the plagues tell us about God’s attributes? GOD:
God relieved the Egyptians from the plagues.
LESSON THREE: PASSOVER. (EXODUS 12:1-30, 19, 20, 34)
Learning Outcomes. After reading this lesson,
(a) Explain what happened to Egyptians
(b) Tell what Israelites were asked to do
(c) Explain actions of the angel of death
The tenth plague is called the Passover. It happened on the fourteenth day of the month. The Israelites
were to offer one-year-old lamb per family. If a family was too small, they were to share the lamb with
their neighbours. If a lamb was not available, a one-year-old goat could also be used. They were told to:
houses.
any leftovers they were to burn them with fire.
clothing’s jewellery, and gold from the Egyptians.
houses without blood.
indicate this is a house of Israelites. When the Lord sees the blood, He will passed over that house (V.13)
festival to the Lord.
the prisoners and firstborn of livestock.
Significance of items used during the Passover
1) Roasted Meat – this is the easiest method of preparing food since the Israelites were to leave in a
short time.
2) Bitter herbs – was a reminder of the suffering and hardships and slavery experienced in Egypt.
3) Eating while standing. Deliverance was near, hence the need to leave in a hurry.
4) Eating while fully dressed with their stuff at hand. This signified a quick deliverance; hence Israelites
should be ready to leave Egypt at once.
5) Eating unleavened bread – the bread was to be eaten and none left over hence there was no need to
add yeast for preservation.
6) Collecting Jewellery – God had promised Abraham that after slavery for four hundred and thirty years,
his descendants shall be freed with great possessions.
7) Remaining indoors – for security from death. Anyone outside was killed.
Blood on doorposts – a sign for deliverance. The angel of death would pass over doors with blood.
LESSON FOUR: THE EXODUS
Introduction
Exodus means movement of a large number of people.
Learning outcomes. After reading this lesson:
Crossing the red sea
During the night of the Passover, Pharaoh summoned Moses and Aaron and told them to leave, to go
and worship their Lord. All the Israelites, their flocks and herds were urged to leave in a hurry. Pharaoh
took his chariot army and followed the Israelites and found them camped by the Red Sea.
God led the Israelites over the desert towards the Red Sea. Moses took the body (bones) of Joseph, as
Joseph had requested the Israelites to do. “ when God rescues you, you must carry my body with you
from this place” (Ex 13 vs. 19)
During the day the Lord went in front of them in a pillar of cloud (angel of God) to show them the way,
and during the night the lord went in front in a pillar of fire to give them light, so that they could travel
night and day. This pillar of cloud led the Israelites by day and night.
The Egyptian army followed Israelites and caught up with them by the Red Sea where they had camped.
Moses asked the scared Israelites to move near the sea.
God told Moses to lift up his stick, and hold it over the sea. The waters of the Red Sea divided and the
Israelites crossed the sea on dry ground with walls of water on both sides. The angel of God, and the
pillar of cloud (who had been in front of the army of Israel) moved behind the Israelites and provided
light to them as they cross..
The Egyptians army pursued Israelites. The pillar of cloud made it dark for Egyptians who could not see
where they were going. Just before daylight, the Lord looked at the Egyptians from the pillar of cloud
and fire and God threw the army of the Egyptians into confusion. Moses was asked by the Lord to
stretch out his hand. He did so and waters returned to its normal level drowning Egyptian army and their
horses.
God protected the Israelites during the Exodus by:
1) Making them cross the red sea on dry ground.
2) Providing water in the wilderness.
3) Providing manna and quails.
4) Defeating Amalekites – their enemies.
5) Protecting them from snakes and diseases in the wilderness.
Provision of water in the wilderness
Israelites travelled in the desert for three days without water. The water, which they found at Marah
was bitter and could not be drunk. They called the place ‘Marah’ meaning ‘bitter’. This made them
complain. Moses prayed to the Lord.
The Lord showed Moses a piece of wood. Moses threw it into the water and it became fit to drink. God
continued providing Israelites with water.
Again the Israelites lacked water and complained bitterly (Ex.17:1 – 9). God instructed Moses to strike a
rock and water came out of it. Moses called that place ‘Massah’ – which means ‘testing ‘and ‘Meribah’ –
meaning ‘rebellion’. This was because the Israelites quarreled and tested God.
Provision of manna and quails (EX 16:1 – 35)
As the Israelites were travelling through the desert, they ran out of food. They were hungry and
complained to Moses. Their complaints displeased the Lord for they often told Moses they wished he
had let them die in Egypt instead of dying in the wilderness. This showed that the Israelites did not trust
God to provide for them.
In the morning, they were given Manna, which is a Hebrew word for the type of bread given to Israelites
by God. The bread looked like wafers or flakes and tasted like coriander seed.
In the evening, GOD provided Israelites with quail’s meat. The provision of manna and quails (meat)
lasted for 40 years.
On the 6th day of each week, God gave them food for two days one for the 6th day and the other for
the 7th day (Sabbath).
LESSON FIVE: DEFEAT OF THE AMALEKITES (Exodus 17: 8 – 16)
Learning outcomes
Challenges faced by the Israelites during the Exodus
During the Exodus, the Israelites faced the challenge of the Amalekites. These were desert Nomads who
attacked the Israelites in the wilderness. When the Amalekite army came against Israelites, Moses
ordered Joshua to gather men and fight.
God promised to destroy the Amalekites forever. During the battle, Moses held up his rod. And each
time he raised his hands with the rod, the Amalekites were defeated. When he brought his hands down,
the Israelites were defeated. Because of this, Aaron and Hur supported Moses’ hands until the
Amalekites were defeated.
In the wilderness God protected the Israelites form snakebites.
He also used a cloud to protect the Israelites from the scorching heat during the day. At night, the pillar
of fire provided warmth to protect them from the harsh cold of the wilderness.
The importance of the exodus in the history of the Israelites
The exodus showed Israelites that:
1) God loves and tolerates His people.
2) God did not abandon the Israelites despite their lack of faith.
3) God gave the Israelites encouragement through his servant Moses.
4) It was the end of the oppression of Israelites in Egypt.
5) Moses was God’s chosen leader.
LESSON SIX: MAKING THE SINAI COVENANT (EXODUS 19: 24 1 –
Learning outcomes
The Sinai covenant
God and Israelites. God had specific instructions on how the Israelites were to prepare to make the new
covenant. Before making the covenant, God brought Israelites to the foot of Mt. Sinai and asked Moses
to ask them if they were willing to make the covenant with HIM. GOD asked them to enter into a
personal relationship as a community with HIM. The Israelites agreed to make a covenant. They agreed
to obey all God’s commands. God then promised to make them;
i His people
iii. A holy nation
God and Moses. God wanted to confirm that Moses was His true prophet. He therefore told Moses that
He would come in a thick cloud to meet Israelites. In preparation for God’s coming on Mt. Sinai the
Israelites were to:
mountain.
III. To abstain from sexual relations
At Mt Sinai, God manifested His presence in the form of thunder, lightening, earthquake and a thick
cloud of smoke that covered the whole mountain. In addition, there was a loud trumpet blast that made
the people tremble. Moses climbed the mountain. God gave Moses the Ten Commandments after
sealing the covenant.
Sealing of the covenant. The Lord told Moses “Come up the mountain to me, you and Aaron, Nadab,
Abibu and 70 of Israel leaders. At a distance bow down in worship, and come alone to me..”
A ceremony was then prepared to seal the covenant. This is how it was sealed:
and peace offerings to God (EX 24 vs. 5).
altar (vs. 6). He then took the book of the covenant, and read it aloud to the Israelites who responded by
saying “all that the Lord has spoken we will do; and we shall be obedient”
that seals the covenant which the Lord made with you when he gave all these commands.”
Theophany. God’s presence manifested itself in several ways such as:
The burning bush (during the call of Moses)
Pillar of fire and a pillar of cloud – Exodus story
The mighty wind, earthquake, still small voice – story of Elijah
Thunder, lighting, smoking mountain – Exodus of Israelites from the wilderness
These were physical manifestations of God’s presence
LESSON SEVEN: BREAKING THE SINAI COVENANT (Exodus 32:1 – 35; 34:6 –8).
Learning outcomes. After reading and discussing this lesson, you should explain why Israelites broke the
Sinai Covenant
Israelites dishonored their pledge to obey God upon sealing the covenant; Moses went back to talk to
God in the mountain. He left Aaron in charge of Israelites’ affairs. He stayed in the mountain for forty
days. The lord revealed His glory to Moses at Mt. Sinai and declared His character. ”The Lord the
compassionate and glorious God, slow to anger and forgiving wickedness, rebellion and sin (Ex 34:6 –
The Israelites urged Aaron to make them gods that they could see. Aaron agreed. He melted the rings of
gold and moulded a bull calf god. Israelites were happy and said “this is our god who took us out of
Egypt”. They offered burnt offerings and peace offerings to it and indulged themselves in eating,
drinking and sex. By accepting a bull calf as their god, the Israelites expected bull calf of gold to give
them the same strength and fertility like the Egyptian gods. Through this act, they broke their covenant
with God.
When Moses came down from the mountain, he found Israelites worshipping the gold bull calf. He got
annoyed. He threw down the stone tablets he was holding; on which the 10 commandments were
written. Moses then took the golden calf, and burnt it into powder and mixed it with water. He then
made those worshipping the calf to drink the mixture. Moses ordered those who had sinned to be killed.
LESSON EIGHT: RENEWAL OF THE COVENANT (Exodus 34:1 – 14).
Learning outcomes. After studying this lesson, describe conditions for the renewal of the covenant
The renewal of the covenant came after Moses pleaded with God not to destroy the Israelites after they
broke the covenant. God spared the Israelites. God agreed to renew the covenant with the Israelites. He
gave them several conditions for its renewal.
Conditions for the renewal of the covenant
The Israelites were:
worship any other god and not to make idols for worship.
God in turn promised to
wealth and success.
With these conditions, the covenant between God and the Israelites was renewed. From the making and
renewal of the covenant, it is clear that:
(i) God expected the Israelites to obey and have faith in Him
(ii) God wanted a personal relationship with Israelites.
(iii) God is the only one to be worshipped.
(iv) God is powerful.
LESSON NINE: WORSHIPING GOD IN THE WILDERNESS
Learning outcomes. After reading this lesson
wilderness. He also intended to fulfil his promises to Abraham.
(i) The Israelites: Worshipped God through intermediaries. These were the priests who came from the
tribe of Levi.
(ii) The Israelites: Were guided in their worship and in daily living by the Ten Commandments and other
ordinances
(iii) The Ark of the Covenant was made in the wilderness. It was God’s dwelling place. It was a special
box put into the tabernacle. A tabernacle was a portable tent. The ark symbolized the presence of God
and the Israelites carried it wherever they went.
(iv) Offerings of farm products or agricultural produce were given to God. These included among other
farm products; vegetables, flour. Oil and fruits.
(v) Other offerings to God were drinks, and incense. The offerings could be burnt, baked, boiled or
roasted.
(vi) There were several Sacrifices. They included:
Burnt offerings (Holocaust) – burning a whole animal completely
Sin offering /atonement – sacrifice offered when one had sinned and wanted to have his sins
forgiven.
Peace offering – part of an animal was offered, while the people ate part of the meat.
Gift offering – the best animal was given to God. It was offered as a thanksgiving
Animals such as sheep, goats, bulls and birds were sacrificed to God.
(vii) Festivals and feasts. Israelites observed several festivals and feasts. These included:
Feast of Passover and unleavened bread.
Harvest festival – feast of weeks or Pentecost. It marked the celebration of the harvest of wheat.
Feast of gathering / shelters. It was celebrated during the season when the Israelites gathered the
fruits from the Orchards.
Feast of tabernacles that was celebrated to remember when the Israelites dwelt in tents.
The Israelites kept the Sabbath day. They worshipped God through singing, worship and dancing.
LESSON TEN: THE TEN COMMANDMENTS (Exodus. 20: 1 – 17)
Learning outcomes. After reading this lesson,
While on Mount Sinai, God gave Moses Ten Commandments written on a stone tablet. The first four
commandments deal with relationship between man and God. God said:
The last six commandments give man’s relationship with fellow human beings. God said:
These are my thoughts. (1) Worshipping God (2) Being faithful to God (3) Resting (4) respecting parental
authority (5) love humanity (6) Be faithful to your wife or husband (7) respect other people’s property
(8) be truthful always (9) be satisfied with what God has given you.
The Israelites had a new and wider revelation about God. Besides GOD being a caring, loving, and a
provider, they learnt that:
Revision questions
b (i). Describe the call of Moses (exodus 3:1-22)
(ii). Why was Moses hesitant to God’s call?
c (i). What is the significance of the items used for the Passover feast (similar to what is the meaning of
the Passover meal)
(ii). Compare the lord’s supper to the Passover feast
TOPIC FIVE: LEADERSHIP IN ISRAEL: DAVID AND SOLOMON
Learning outcomes. By the end of this topic, you should be able to:
LESSON ONE: REASONS FOR AND AGAINST KINGSHIP IN ISRAEL
Introduction
Yahweh remained the God of Israel and the sovereign ruler of his people.
Learning outcomes. By the end of this lesson, you should
Leadership refers to the manner in which a community’s way of life is ruled or controlled. When
Israelites settled in Canaan, Judges ruled them for the first 200 years. Some of the judges were (i)
Othniel, (ii) Ehud (iii) Samson (iv) Deborah (v) Gideon
(vi) Shamgar (vii). Samuel (viii). Barak
Duties of judges
Demands for a King in Israel
After Israelites settled in Canaan, the Promised Land, they started demanding for an earthly king to rule
over them. These demands for a king ruler were brought about by:
i Samuel’s sons Joel and Abijah were corrupt and took bribes. The sons of Samuel, who were judges,
lacked his good leadership qualities.
ii The Israelites wanted a warrior king who could lead them to war against their enemies.
iii The Israelites wanted to be like the other nations around them who had kings.
iv The Israelites wanted a human leader whom they could see, approach, and talk to him face to face.
v The Israelites wanted security, which could be provided by a stable political government ruled by law
and order.
vi They wanted a government that had a regular army,
vii They also wanted an established law court system.
Reasons against Kingship in Israel (Samuel 8:10 – 20)
By demanding for a king, the Israelites were seen as rejecting Yahweh – their unseen ruler. Two, there
would be danger of hereditary kingship which would lead to oppression / dictatorship. God told Samuel
to give Israelites strict warnings against Kingship by explaining how the king would treat them. A king
would: –
(a) Recruit Israelites sons forcefully into the army.
(b) Grab peoples land.
(c) Force people to pay taxes to the government
(d) Turn people into slaves.
(e) Introduce forced labour.
(f) Force their daughters to work for his wives, sons, and for the royal house in general.
The people of Israel were distinct from other nations. Asking for a king meant rejecting God as their
unseen king. Further to this, Israel could become like other nations, which did not worship Yahweh.
Then the covenant with God and the people of Israel would cease.
LESSON TWO: ACHIEVEMENTS AND FAILURES OF KING SAUL
(Israel 13:8 – 14; 15:7 – 25)
Learning outcomes. After reading about King Saul, you should
Samuel was directed by God to choose and anoint Saul as the king of Israel. Saul was from the tribe of
Benjamin. He became the first human king of the nation of Israel. He accomplished several things.
Successes of King Saul
1) He was anointed by God; as king to rule the Israelites
2) He was chosen even though it was not God’s idea for a king over his people.
3) He was a great warrior. He led the Israelites to war and defeated their enemies
Failures of King Saul
1) God told Saul through Samuel to destroy the Amalekites completely. Saul however disobeyed God. He
spared the king and the fat livestock. He claimed to have spared the fat animals for sacrifice to God.
Because of this disobedience, God rejected Saul as king.
2) The Israelites were faced with many enemies. The worst were the Philistines. It was a custom for the
king of Israel to enquire from God whether to go to the battle or not. The priest/prophet gave
permission to the king to go to war. When Saul was faced with the dilemma whether to fight or not,
Samuel enquired from God. Saul did not wait for permission to go to war from Samuel the priest. He
decided to bypass Samuel by offering a sacrifice to God before going to war. This action displeased God
because it was not his work to offer sacrifice to God. It was the work of priests.
3) After God rejected Saul as the king of Israel, Samuel was guided by God to go to Bethlehem. He was
asked to go to the home of Jesse who had eight (8) sons. In that home, God was to show Samuel the
next king of Israel. Samuel would then anoint the chosen son of Jesse. Seven of Jesse’s sons were
brought before Samuel one by one. God told Samuel that he had not chosen any of them. When David, a
shepherd, was brought before Samuel God said to him ’this is the one – anoint him!” (1 Samuel 16:12).
David was anointed (poured oil on) as the next king of Israel. However he had to wait until Saul died
before he could take over kingship.
4) After Samuel anointed David to become the next king of Israel, Saul was jealous and plotted many
times to kill him. David was employed to serve Saul. He played the harp, lyre wherever an evil spirit
possessed Saul.
5) When Samuel died; the Philistines gathered to fight Israel. Saul was filled with terror. Saul enquired
from God whether he should go to war, but did not get an answer. Saul disobeyed God by asking a
medium (witch) to consult the dead for him. This act led to the death of Saul together with his son
Jonathan in battle.
6) Saul was concerned with what people thought of him than pleasing God. He wanted to please people
and not God. He was disobedient with God (1 Samuel 15:24)
Lessons, which Christians can learn from King Saul’s failures
1) Value of being patient.
2) Christian should obey God, follow His commands and not be afraid of people.
3) Christian should obey religious leaders placed over them by God.
4) Christian leaders should be humble
5) It is against the teachings of God, against the will of God to consult the spirits of the dead through
mediums.
7) Without faith, it is impossible to please God.
God desires sincere worship.
9) Political leaders should consult and listen to religious leaders.
10) Christians should not turn against their enemies or rivals. They should not plot to have them
destroyed and killed.
LESSON THREE: IMPORTANCE OF DAVID (1 Samuel 16: 1 – 23, 2 Samuel 6:1 – 15)
Learning outcomes. After reading about King David, you should
David took over kingship of Israel though some people resisted his rule. At first he ruled the house of
Judah. Later on the other tribes rallied behind him.
Importance of King David
David became king after the death of Saul. He ruled for over 40 years as king of Judah and Israel.
Achievements of David
1) He was a brilliant military commander
2) He captured the old fortress of Jerusalem from the Jebusites and made it his capital city.
3) He removed the ark of covenant from the house of Abinadab in Shiloh and brought it to Jerusalem.
4) He expressed great faith in God. Through his faith in God, he was able to kill Goliath, the great
Philistine warrior.
5) He was a skilled musician and composed marry psalms that were used and are still being used in
temple and church worship.
6) David respected the prophets of God and always consulted them whenever he wanted to do
anything.
7) He expanded the geographical boundaries of Israel through conquests.
He was a great diplomat and established good political relations with the neighboring kings.
9) He was a shrewd administrator who chose wise elders and counselors to advice him.
10) God promised to establish an everlasting kingdom for David
11) David ruled over Israel, administering law and justice to all people.
12) He took a census of the Israelites and used the information to (a) recruit young men into military
service and (2) decide on the policy of taxation.
13) David had remarkable leadership qualities. He was kind. He spared mephibosheth, Saul’s grandson.
14) David was humble. He was ready to accept sins he had committed and repent e.g. he repented after
committing adultery with Bathsheba.
David as an ancestor of Jesus Christ (2 Samuel 1 – 29, LK 1:26 – 33)
David intended to build a splendid temple for God in Jerusalem. He felt it was not fair for the Ark of the
Covenant to continue dwelling in a tent while he himself lived in a magnificent palace. To achieve this
goal, David consulted Nathan, the prophet on whether to build the temple. The prophet approved the
idea. But that night, Nathan received a revelation form God that stated that David was not to build a
house (temple) for God. David’s son would build the temple of God (2 Samuel 7:5 – 6). Prophet Nathan
gave David God’s message to David.
The message was that
Reasons why God rejected David’s offer to build him a temple
Here are some of the reasons:
house for him (God). The human body is the temple of God. God dwells in the hearts of people.
Covenant. King Solomon, David’s son built the temple and fulfilled God’s promises to David. Solomon’s
rule was peaceful and prosperous.
The New Testament is a fulfillment of God’s promises to David
1) The gospel writers tell us that Jesus was born in the family of David (Luke 1:26 – 27)
2) The angel of God during the annunciation of the birth of Jesus said that He will be like his ancestor
David (Luke 1:32 – 33)
3) Jesus was born in Bethlehem which was also the birthplace of David (Luke 2:4)
4) Bartimaeus the blind man of Jericho hailed Jesus as the son of David
5) During his triumphal entry to Jerusalem, Jesus was hailed by the crowd as the messiah descended
from David.
6) In his genealogy, saint Mathew says that Jesus was a descendant of David (Matt.1: 1)
Failures of King David.
Although David had many virtues:
1) He ordered Uriah to be placed at the battle forefront so that he can be killed.
2) Uriah was the husband of Bathsheba. David had committed adultery with her.
3) He took Bathsheba as his wife
LESSON FOUR: LEADERSHIP OF KING DAVID
Lesson outcomes. By the end of this lesson, you should assess leadership qualities demonstrated by king
David
David showed
1) Courage and bravery. David was courageous and brave. Modern leaders should be ready to die with
and for their subjects.
2) Gratitude – thankful and grateful. David always thanked God for any success or favors he received.
Good leaders should be thankful and grateful to God as well as to their fellow human beings.
3) Loyalty. David was loyal to God and to the Israelites. A good leader should be loyal, and never betray
his people.
4) Justice. David administered justice to all his subjects without favoring anyone. No tribalism or
nepotism. A leader should be fair to all (2 Samuel 8:15).
5) God – fearing, having faith. David was God fearing. He expressed his total trust in God. Modern
leaders need to emulate this quality.
6) Humility. A leader should be a humble person. Though David had been appointed as the king, he
continued to serve Saul until Saul died. He accepted his failures and asked for forgiveness
7) Kind. David was a kind leader. Leaders should be kind. David spared the life of Saul twice yet Saul
wanted to kill him.
Wisdom. David was careful when choosing legal advisors to assist him in his rule. He was also wise. He
reduced tribal jealousies by choosing Jerusalem; a neutral spot for administrative purposes.
9) Delegation – a shrewd administrator. A good elder should be able to delegate duties. David delegated
duties. He involved others in advising, and administering
LESSON FIVE: ACHIEVEMENTS AND FAILURES OF KING SOLOMON (1 KING 3 – 12)
Learning outcomes. By the end of this lesson, you should:
After David died, his son Solomon became the next king. Kingship in Israel was hereditary. Solomon was
chosen by David to be his successor. He took over from David at a time of peace and security established
by David.
Achievements
1) He made Israel rich by establishing trade with other countries
2) He was a good trader and a successful merchant. He traded in copper, horses, timber, silver and gold.
He established international trade with the neighboring countries. For example, he traded with Tyre in
cedar and pine logs.
3) He established a well equipped large army for Israel
4) He was a builder. He built a magnificent temple for God in line with God’s promise to David. He also
constructed other cities (Megiddo) and a palace for himself.
5) He is remembered for his amazing administrative skills. He had 550 officials in charge of labour force.
6) He was a diplomatic ruler. He established friendly ties with his neighbours. This ensured continued
peace. For instance he married the daughters of the kings of Egypt, Moab, Eden and Sidon so as to
establish strong ties with those nations.
7) He had great wisdom. He judged a difficult case between two women who were claiming ownership
of the same child.
He composed many wise sayings known as the proverbs of Solomon. He also composed songs like Song
of Solomon and Song of Songs and poems in Ecclesiastes.
9) He dedicated the temple of God with great rejoicing.
10) He brought the Ark of the Covenant to the temple of Jerusalem.
Failures of King Solomon
1) He married women from many foreign countries. These actions made Solomon break the Torah as
Israelites were not supposed to marry foreigners. Through these marriages, idol worship started in
Israel. This was because he allowed his wives to worship their gods, build temples and altars for them.
This led to introduction of idolatry in Israel.
2) Solomon constructed his palace for 13 years. He then built God’s temple for 7 years. This showed that
he probably loved himself more than God.
3) He killed his own half brotherAdonija on suspicion that he could be a rival to the throne.
4) Solomon lived lavishly, and expensively. He thus burdened the Israelites with high taxes.
5) He used forced labour. This was the same as enslaving the Israelites.
6) He worshipped idols. Solomon’s heart was turned to such other gods as Ashtoreth / ashitarte –
goddess of Sidon and Molech – the god of the Ammonites. This was breaking God’s commandments
7) He sold part of Israelite territory to the king of Tyre
He used pagan skills when designing, decorating, and furnishing the temple.
9) He made treaties with other nations inspite of the fact that God had forbidden Israel from making
treaties
10) He was extravagant. He used a lot of state wealth to entertain and please his many wives and
concubines.
Activity. Many husbands in Kenya practice polygamy. I want you to find out from your neighbours what
are the advantages and disadvantages of polygamy. Then write a paper arguing either for polygamy or
monogamy.
LESSON SIX: IMPORTANCE OF THE TEMPLE IN ISRAEL
Learning outcomes. By the end of this lesson, you should
Definition of a temple
This is a building dedicated to the worship of God. Solomon built the temple as a fulfillment of the
promises that God gave to David, that his son would build a house for him.
Importance and uses of a temple
1) It was a centre of worship. Prayers and sacrifices were offered to God from the temple.
2) It symbolized the presence of God among the Israelites.
3) The Ark of the Covenant was kept in the temple as a symbol of God’s presence among his people.
4) The temple acted as a symbol of unity in Israel. Every year all the Israelites had to go to Jerusalem to
celebrate such feasts as the Passover, feast of tabernacles’ day of atonement. This led to the unity of the
Israelites.
5) Dedication of children and purification were done in the temple.
6) It was a residence for the priest.
7) It was a business centre where people bought and sold animals needed for sacrifice.
The temple acted as a school to the scribes, rabbis and others who studied and interpreted the Mosaic
Law.
9) The temple also acted as the judicial court of Israel. Judges worked from the temple
10) It is where religious ceremonies like naming and circumcision of baby boys took place.
11) It was a house of prayer.
Revision questions
Jesus is mentioned as coming from David)
TOPIC SIX: LOYALTY TO GOD – ELIJAH
LESSON ONE: EFFECTS OF IDOLATRY IN ISRAEL
Introduction
After the death of Solomon, the kingdom of Israel split into two countries. the southern kingdom called
Judah ruled by King Rehoboam and the Northern kingdom called Israel led by King Jeroboam. Other
kings who ruled these two nations were King Abijah, King Asa of Judah, and king Nadab, Baasha, Elah,
Zimri, Omri, and Ahab of Israel. During the time of Elijah king Ahab ruled – Israel.
Learning outcomes. After studying this lesson on idolatry, you should
When Israelites intermarried with other communities, they worshipped their gods. The Bible makes it
clear that
i There was a lot of influence by Canaanite religion
ii There was division /schism of Israel into 2 kingdoms
iii Ahab’s married the Phoenician princess
iv Israelites did not destroy all gods after settling in Canaan.
Influence of the local Canaanite religion
Idolatry is the worship of idols. An idol is an image representing a god made using precious materials
such as gold, bronze, stone, and hardwood images kept in the places of worship. God had forbidden
Israelites from bowing down to images and worshipping idols, intermarrying with non-Israelites, and
making treaties. When Israelites settled in Canaan, they forgot God’s commandments. They
intermarried and were greatly influenced by the local religion.
Israelites changed from being pastoralist to farmers. They therefore worshipped Baal the god of rain,
agricultural fertility, and storms. Israelites worshipped Baal, for rain for their crops. The Israelites were
also attracted to the visible gods of Canaan as opposed to the invisible Yahweh. This is how idolatry
spread in Israel. However some Israelites maintained worship of Yahweh only (monotheistic) while
others worshipped Yahweh and Baal (syncretism).
Characteristics of the Canaanite religion. Canaanite religion was:
Yahweh and no other God. They abandoned their religion and worshipped many gods like Canaanite.
This influenced the Israelites.
famine, wind, water and death.
storms
increase vitality of their husbands had sexual relations with the male priests in the Baal temples.
among others.
Exercise. State differences between Israel and Canaanite religion
Schism occurred among the Israelites because there were sharp differences within them. These
differences were religious, political and social. After the death of Solomon, the nation of Israel was split.
Rehoboam ruled one group while the other was ruled by Jeroboam. Because of this split, Jeroboam
could not go to Jerusalem to worship in the temple. He thus set up other places of worship one at
Bethel, and another at Dan. Jeroboam also set up images to represent Yahweh. Though he had no
intention of Idol worship, it turned out to be so because he made his subjects to offer sacrifices to these
golden calves, which he had designed as images representing Yahweh. He also built places of worship on
hilltops like the Canaanites. He chose priests from other families in addition to the Levite Family.
Furthermore, he organised religious festivals and feasts in the month of his choice. As it were, they
coincided with the Canaanites calendars. He then burnt incense at the altar of idols. Jeroboam therefore
started idol worship and gave room for idolatry. Kings who succeeded him followed this idol worship.
Ahab married Jezebel, the daughter of the King Ethbaal of Sidon (Tyre) to strengthen ties with
Tyre/Phoenicia. Queen Jezebel was ambitious, and a strong follower of Baal religion. Ahab allowed her
to bring her gods to Israel. She forced Israelites to worship Baal and not Yahweh. She imported 450
prophets of Baal and supported them using public treasury. Ahab built a temple to Baal In Samaria. He
also put up an image of goddess – Asherah.
they found there. As a result Canaanite’s religious practices influenced Israelites’ worship of Yahweh
leading to idolatry.
The effects of idolatry harmed Israelites as:
1) Syncretism developed. This was a process of mixing beliefs and practices from different religions.
Israelites worshipped Yahweh and the gods of Canaan.
2) Former places of worship for the Canaanite gods were used as places of worship for Yahweh
3) The Canaanite agricultural calendar was adopted by Israelites
4) Names of the Canaanite gods were used for Yahweh. For example, EL was referred to as Yahweh
5) Parents began naming their children after Baal.
6) Feasts and celebrations were changed to correspond with those of Canaanites when they celebrated
their feasts.
7) King Ahab declared worship of Baal as the state religion
Queen Jezebel ordered the destruction of the altars of Yahweh
9) Prophets of Yahweh were killed. Elijah went into hiding.
10) The 450 prophets of Baal were made the officials of the royal court in order to promote and protect
Baal religion
11) Israel started to experience long droughts because Yahweh withdrew his blessings. This made Israel
worshippers of El
LESSON TWO: ELIJAH’S FIGHT AGAINST CORRUPTION AND FALSE RELIGION IN ISRAEL
Learning outcomes. After studying Elijah, you should
brought trouble to Israel because of worshipping the idols of Baal. Elijah told Ahab that the problems
Israel was facing were due to worship of Baal,
The decision. Elijah requested king Ahab to call a meeting at Mt Carmel. In attendance would be all
Israelites, 450 prophets of Baal, and 400 prophets of the goddess Asherah who were supported by
Queen Jezebel and Elijah
Elijah told Israelites it was decision time. They had to choose their God. Would it be Yahweh, the God of
Israel or Baal the god of Jezebel of Phoenician/Tyre. If it was to be Baal, then they were told to follow
him, if they select Yahweh as their God then they were to follow him (1 kings 18 vs. 21).
The choice. Elijah proposed a contest between him and Baal prophets. He asked for two bulls one for
him, the other for 450 prophets of Baal. The contest was who can light fire? Yahweh or Baal? He
proposed that Baal prophets and himself be given each a bullock. Both shall cut the bull into pieces and
put them on wood without lighting fire. The Baal prophets shall pray to their god and Elijah shall pray to
the Lord. The one who sends fire to consume the sacrifices .. he is God. The people of Israel accepted
Elijah’s proposal.
Actions. The prophets of Baal prayed first because they were many. They took the bull, prepared it and
prayed to Baal until noon (vs. 26). They prayed louder, and cut themselves with knives and daggers; but
there were no answer. The prophets of Baal kept on ranting and raving until evening but there was no
answer (vs. 29).
Elijah asked people to gather near him. He prepared the altar of the Lord to repair work. He took 12
stones representing the 12 tribes of Israel (who were named after the 12 sons of Jacob or Israel) and
used them to rebuild the altar. He then dug a trench around the altar. This trench could hold 14 litres of
water. He placed the wood on the altar; cut the bull into pieces and laid them on the wood. He asked for
four barrels of water and poured it on the offering and wood. He poured water on the altar three times
until the water overflowed, run around the altar and filled the trenches. Elijah then called on the Lord
“O Lord, the God of Abraham, …prove now that you are the God of Israel and that am your servant and
have done all this at your command” (vs. 29).
The Lord sent fire down and it burnt up the sacrifice, wood, stones, and dust and licked up the water
that was in the trench. When people saw this, they proclaimed ‘The Lord, is God; the Lord alone is God”.
Elijah asked people to arrest the prophets of Baal, led them down to the river Kishon and killed them.
And after this there was rain in Israel (vs.40).
Lessons learnt from Mt. Carmel. Israelites acknowledged that Yahweh is:
i Is their only God and that Baal was not God
ii Is powerful
iii Is a merciful God
iv Is a jealous God as He will have no other gods but him
v Is a God of justice who punishes idolaters and sinners
vi Answers prayer
vii Is a forgiving true God
viii Protects his servants
Corruption is defined as dishonesty. It’s a form of injustice when dealing with either an individual or the
community for selfish gain and benefit. In a corrupt society people in leadership or with wealth take
advantage of the weak, and the poor. The powerful exploit the poor and the powerless by denying them
their rights. An example of corruption in Israel is the story of the Naboth’s Vineyard.
Naboth’s vineyard. Ahab wanted Naboth to either sell to him his vineyard or exchange it with another
vineyard. Naboth refused to sell his inheritance. Jezebel, on seeing that Ahab was sorrowful told him
that she will get him Naboth’s vineyard. Jezebel sent out letters in Ahab’s name to the elders of the city.
She found two witnesses who could bear witness that Naboth had blasphemed God and king Ahab.
Witnesses testified that Naboth had blasphemed God. He was stoned to death. God then sent Elijah to
meet with Ahab as he went to possess the vineyard of Naboth.
God’s sentence to Ahab. God pronounced to Ahab through Elijah that (1) dogs shall lick his own blood
from the place where dogs licked the blood of Naboth (2) His sons shall be killed (3) Dogs shall eat
Jezebel by the wall of Jezreel (4) Evil shall be brought upon Ahab’s house.
This was because Ahab had broken these commandments:
The 6th commandment – which forbids murder
The 9th commandment which forbids bearing of false witness. Ahab allowed his wife to bear false
witness against Naboth
10th Commandments – you shall not covet your neighbor’s property.
Elijah’s encounter with Yahweh at Mt. Horeb (Mr. Sinai) 1 Kings 19
After killing the prophets of Baal, Elijah was threatened by Jezebel. She vowed to kill him. Elijah ran
away to the wilderness. The angel of God fed him with a loaf of bread and a jar of water. After eating
and drinking Elijah walked to Mt. Sinai – the holy mountain of God. He stayed there for 40 days and 40
nights. In the mountain God appeared to him.
There was a strong wind, an earthquake, a fire but the Lord was not in them. Then the lord spoke to
Elijah in a still small voice. God told Elijah “ return and anoint Hazael as king of Syria, Jehu as king of
Israel, and anoint Elisha as a prophet and your successor.
Self-assessment question. How can Christians help reduce corruption in Kenya?
Answer
First is to recognize the various forms of corruption like: tribalism, bribery, cheating in business, stealing,
misuse of public funds, grabbing public land, robbery with violence and dishonesty
Self-assessment question. How can Christians fight corruption? Christians can fight corruption by:
a). Employing life skills
consequences of actions before taking decisions.
Voting for morally upright leaders.
LESSON THREE: REASONS WHY ELIJAH FACED DANGER AND HOSTILITY AS A PROPHET OF GOD
Learning outcomes. By the end of this lesson, you shall
It’s not easy for a person to oppose the government and its policies. The person normally faces danger
and hatred. Elijah faced hostility from King Ahab, his wife Jezebel and the 450 prophets of Baal.
Elijah faced hostility because
Relevance of Elijah’s prophetic mission to Christians today
Lessons Christians learn from the life of Elijah
1) Elijah was courageous. Church leaders should remain courageous and condemn any form of social
injustice
2) Modern Christians learn to remain faithful to God through word and deed even if it would cost them
their lives
3) As God helped Elijah in difficult times he will also help the Christians hence they should not despair.
4) Elijah was a man of prayer Christians should pray to God always.
5) Christians should advocate for the rights of the poor and speak out against any form of oppression.
6) Christians should not give false evidence against their neighbours
7) Christians should be persistent like Elijah was in their struggle against injustice
God communicated with Elijah in a still small voice indicating his intimacy with the prophet. This means
that God is able to establish an intimate relationship with his faithful.
Review questions
TOPIC SEVEN: SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE.
Introduction
All Traditional African Communities believe in a Supreme Being who is the origin and sustainer of all
things: He is the creator of the university and all that it contains.
All Africans agree that nobody has ever seen God. Therefore, nobody can really describe Him, yet
through their religious insights, Africans have formulated ideal about the nature of God. These ideas
concern His real being and His activities.
“Traditional religion” refers to African culture that existed in the sub – Saharan Africa. African traditional
culture had no scriptures or texts because most of it was oral. It was preserved and handed down from
generation to generation-through oral traditions; ceremonies; rituals, and leading personalities.
Learning outcomes. By the end of this topic, you should be able to
ancestors and spirits.
LESSON ONE: AFRICAN CONCEPT OF GOD, SPIRITS AND ANCESTORS
Learning outcomes. By the end of this lesson, you should
Africans believed in existence of a supreme being who lived in mountains, clouds and the sky. God was
the creator of the universe. In African traditions, religion was integrated in every aspect of life and daily
activities. For example, farming activities involved God, spirits and ancestors. People would pray to God,
spirits ancestors so as to ask for blessings in order to have a good harvest. Livestock keepers believed
that fertility of their animals is a result of the blessings of God. If God was appeased, animals would
increase.
Natural phenomena such as thunder, lightning, rain; good harvest, and birth were linked to the Supreme
Being and the invisible world. If there were calamities such as drought, disease, famine, and death, it
was an indication that God, spirits and ancestors were displeased with humankind. Many communities
have invocations uttered through out the day
Nature or Attributes of god
God is described with many names, which are God’s attributes. These are among others:
gives rain, sunshine and life among many other gifts.
times of danger, illness, difficulty or anxiety.
blemish. The Kikuyu say God is “Possessor of whiteness” and the Bukusu – ‘master whitewash’. African
traditions all approach God with reverence, fear, respect and honor. For example when offering
sacrifices, they would offer a one-colour animal either white, black, or brown and not a spotted animal.
occurrences like thunder, lighting, earthquakes, rains, and floods.
hearts.
human experience and understanding.
that God is ‘he who is of himself.
formless spirit.
immovable rock that never dies.
fairly, punishes those who do wrong and rewards the good with blessings.
Africans built representation of the power of God. They identified sites, places and things that
represented the presence and power of God. For example things like big trees, thick forest, high
mountains, unique rock formations and large rivers and animals. In these places they built sites, and
shrines. Shrines were regarded as holy and people approached them with reverence
Spirits. They were believed to exist between God and human beings in the universe. Spirits were diverse
and created by God. Some spirits were dead human beings. Spirits were divided into nature, sky, earth
and human spirits that were either long dead (ghosts) or recently dead (ancestors).
There were different types of spirits. These were:
charge of natural phenomena like the sun, moon and stars. They are intermediaries between God and
ancestral spirits, human beings and other creatures. They reveal God’s plans through diviners and
mediums
remains of human beings after their death. These spirits monitor human activities. Human spirits have
lost their names and are not longer remembered by the living. They are believed to live in the under
world, undergrounds, in thick bushes, forests, rivers, mountains, lakes, skies, and caves among other
places. These spirits can bring harm to the living if disrespected. They appear to people in dreams or in
form of shadows. They can also enter or possess a person and cause abnormalities.
These are spirits of the recently dead. They are remembered by the living when children are named
after them. They are actively involved in the lives and activities of the living. Their offerings (food or
drink) are poured on the ground for them to receive.
Ancestors are in a period of transition between the living and the higher categories. They are believed to
know the problems of the living and therefore consulted constantly. They are also associated with evil
such as revenge for burying them without honor, or not following the instructions they gave before they
died or failing to pour them libations. When they are happy with the living, they are a source of
blessings. Ancestors who did evil things or committed suicide are forgotten and ignored.
Hierarchy of beings. Hierarchy means the order or ranking from the highest to the lowest of created
beings. At the top is
Divinities
Ancestors
Human Beings
Animals and Plants
Non-living Things
LESSON TWO: THE ROLE OF GOD, SPIRITS AND ANCESTORS
Learning outcomes. By the end of this lesson: –
God is the creator. The Akamba community believed that God whom they called Mulungu created man
and woman. He then tossed them to the earth. The Luhya claim God created them from the black
topsoil hence their skin complexion.
God is the source of life and giver of life. Barren women pray to God to ask for children. Human beings
depend on God for life, rain, air, and sunshine.
God is the provider. He gave domestic animals to human beings for their use. Domestic animals have
many uses such as repayment of dowry, food, and sacrifices to God, payment of a fine by an offender.
Many wild animals are used in folk songs and tales to discourage cowardice, and laziness
God is a protector of human beings from evil.
God is the giver of moral laws and a judge of people
God offers solutions to man’s problems through mediums, and prophets
God gives power to the specialists such as medicine men, women and priests.
God punishes people for wrongdoing
Wild animals such as hyena are used in folk stories to discourage cowardice. Stories of tortoise illustrate
the importance of being slow but sure. Snakes in some communities such as the Luhya were not killed.
The community believed snakes were immortal ancestors coming to visit the living.
Plants were used as food for people and animals. Trees were used for fuel and building materials. Some
trees were used as sacred places of worship.
Non-living things such as the rain, rocks, and rivers had a religious importance. Rain is seen as a blessing
from God. When rain fails, diviner/rain maker was consulted. Rocks, and mountains were believed to be
dwelling places for the living, the dead and the spirits.
The spirits were viewed as neither good nor evil. Human beings feared them. Their roles were many.
They;
i Appeared in dreams especially to diviners, priests, medicine men and women, and rain makers to relay
information
ii Were consulted by religious specialists to find the cause of a problem in a given situation.
iii Were bad (naughty) spirits, which disturbed people. African communities believed that bad sprits
could call out one’s name but on turning there’s no one.
iv Were manipulated by some human beings to cause harm to others
v Relayed God’s messages to human beings.
vi Sometimes possessed a person causing the person to be sent away from the village to the forest, or a
way from home.
vii Acted as intermediaries between humans,’ divinities and God.
Role of ancestors is to: –
1) Appear to families in dreams, and visions.
2) Give family instructions i.e. what should be done.
3) Rebuke those who fail to honor them and warn them of impending punishment
4) Act as mediators between the living and God.
5) Enquire about family affairs as they considered as members of the family
6) Request for sacrifice of an animal which is slaughtered for them
7) Cause illness or mental disturbance to members of a family if they are disregarded or disobeyed.
Preserve the culture of a community
9) Welcome those who die to the spirit world.
LESSON THREE: RESPONSIBILITY OF THE LIVING TOWARDS GOD, SPIRITS, AND ANCESTORS
Learning outcome. After studying this lesson, you should
Responsibilities of living include
Human beings are expected to worship God, spirits and ancestors and show (i) reverence and respect or
veneration to God. They are also expected to (i) pray (ii) sing and (iii) dance.
Worship. This is our major responsibility as God expects us to meet and communicate with the spiritual
world and God. There are several ways of worshipping God. These include among others:
(a) Sacrifices and offerings. Sacrifices include shedding of blood of animals and birds. Offerings are in the
form of foodstuffs, milk, water and honey. God was worshipped because He is recognized as the
absolute owner of life and property. We also worship God in order to (i) invoke Him for special blessings
(ii) thank Him (iii) express our personal fellowship and communion with God (iv) avert or prevent evil.
Evils bring about epidemics, famine, floods, and drought.
(b) Singing and dancing. Africans worshipped God through singing, dancing, clapping of hands,
drumming, and use of musical instruments.
(c)Prayers, invocations and blessings.
Prayers were accompanied with sacrifices or offerings. Community leaders prayed to God, spirits and
ancestors.
(d) Invocations are shortened form of prayers e.g. “Help me oh God” ‘Oh great God”. These are prayers
at the spur of the moment. They are few words full of meaning and calling for help form God.
(e) Formal blessings. An elder or older person gave blessings. It is believed that the person blessing the
other one is doing so on behalf of God.
(f) Venerations. Africans treated their ancestors with great respect and honor. They for example
worshiped ancestors daily. Worshipping included placing food or pouring libation of beer, milk, water
and honey for the spirits. As this act was done, they uttered words to accompany the offerings. Libations
were done daily by some communities.
(g). Ancestors were honored by:
Mentioning their names at prayers was offered to God.
Naming children after them.
Inviting them to participate in family ceremonies and rituals. For example during birth, and initiation.
Maintaining their graves well.
Giving the dead a decent burial
Communication with spirits
Diviners and mediums talk with ‘spirits”. To do so, they sit quietly in a place; singing, dancing and
clapping their hands. As they dance, sit and sing, diviners lose their senses and get possessed by the
spirit. The spirits speak give them messages for individuals and communities. Spirits communicate on
issues such as (i) lost property (ii) revealing by name the enemy in the society (iii) making demands on
the living (iv) giving advice (v) giving warnings on impending danger and (vi) making promises to bless a
family or clan. Spirits that possess mediums are not harmful.
There are bad evil spirits harmful to people whom they possess. Some evil spirits cut themselves; others
throw themselves into a fire, river, and lake.
Revision questions
TOPIC EIGHT: AFRICAN MORAL AND CULTURAL VALUES
Learning Outcomes
By the end of the topic, you should be able to
a Explain the meaning of life and its wholeness in the traditional African society
b Explain the African concept of community and kingship system
c Outline the factors contributing to harmony and mutual responsibility in the African communities
d Describe rites of passage and their role inculcating moral values in the traditional African society
e Explain the role of religious specialist and their relevance in modern society
f Explain the African moral values
g Discuss and evaluate continuity and change in the African understanding of leisure, dress, old age,
widows, orphans, dowry, community, land, medicine, worship and property.
LESSON ONE: MEANING OF LIFE AND ITS WHOLENESS IN THE TRADITIONAL AFRICAN SOCIETY
Learning outcomes. By the end of the lesson you should be able to:-
Life originates from God and it progress from one stage to another with a certain rhythm each person
has to follow. Each stage of life is marked by rites of passage. Life is continuous and unending. Each
person is expected to value life and to be responsible. Life involves sharing. It is immoral to be greedy
and self centred. People are to be hospitable, warm and caring toward other people. Unity and harmony
are to be upheld. Life is viewed as whole only if a person went through all the stages or rites of passage
Life was propagated through bearing children. Life cannot be divided into religious and secular. Every
element of life has a religious meaning. Life is communal. Life was celebrated at every stage. Everyone
depends on others. Labour was divided. There were duties for men, children and women.
In African traditional society, human life is precious. Murder was condemned harshly. Suicide was
considered the worst thing anyone could do. It was seen as a curse on the family. If one died at
childhood, it was regarded as abortion. Death did not mark the end of life. Death is referred to as ‘saying
goodbye to food”, “sleeping,” “going home”, “being called by the ancestors”.
African concept of a community
A community is a group of people who share a common language, religion, and culture and may live in
the same geographical location. This group of people or an ethnic group shares common interests and
characteristics. For example, African communities:
Share common features, and interests
Have the same origin and are likely to be related by blood.
Share a common language.
Live together and inhabit the same geographical location.
Are divided into smaller units called clans
A clan is made up of people who have the same forefather. A clan is composed of families. A family is
made up of members (living or dead) who are related by blood and marriage. Family members therefore
include the ancestors and the unborn.
LESSON TWO: KINSHIP SYSTEM IN AFRICAN COMMUNITIES
Learning outcomes. After studying African kinship system in African communities, you should be able to:
Kinship refers to the relationships between people. These can be by blood, marriage or adoption. People
that belong to the same kinship system are referred to as kin.
Importance of kinship system and ties
Kinship relationships were and still are important among African communities. This is because these
ties:
i Provided company. This ensured that people were not lonely.
ii Provided a sense of belonging which one of the human needs. We all want to belong
iii Controlled social relationships between people related by blood or marriage.
iv Promoted mutual responsibility and help
v Enhanced a sense of security which is a human need
vi Regulated marital customs, rules and regulations.
vii Enabled people to live peacefully and in harmony.
viii Bind the community together enhancing social cohesion and loyalty to each other
ix Facilitated care for the disadvantaged members of community.
x Ensured that all members of the community are have knowledge of community beliefs and practices
xi Provided a peaceful way of settling disputes.
xii Provided mechanisms for proper inheritance of property for example land.
Factors contributing to harmony and mutual responsibility in African communities. These are many.
Some of them are (i) rites of passage (2) good morals (3) participation in communal activities such as
ceremonies, work, leisure activities and worship (4) sharing of property and ideas (5) division of labour.
Tasks were distributed according to one’s age, gender and status. (6) rules/social norms regulated how
people grew up; knowing what is wrong and right. Good morals help people to live in peace and
harmony
LESSON THREE: RITES OF PASSAGE
Learning outcomes. I expect you to read this lesson and
In traditional African society, there were four main stages of life. These were (i) birth and naming (ii)
initiation (iii) marriage and (iv) old age and death
Birth and naming
When a woman conceived, and pregnancy was visible, she was treated specially. She wore charms to
keep away evil eyes. She ate special food and avoided sexual relations. The family and husband did not
expect her to perform heavy task. When she was ready to deliver, mid wives helped in delivery. After
delivery, the placenta was seen as a sign of fertility hence it was buried in the fertile land such as a
banana plantation. Some communities preserved placenta while others threw it into a running stream.
Birth
The arrival of a baby and its sex was announced through ululations or shouts. The placenta was disposed
off ceremoniously. The mother was purified and baby protection rites were conducted. Once purified, a
mother could wear charms to protect herself and the baby from malicious spirits, sorcery, witchcraft,
and evil eyes.
Thanksgiving ceremonies were performed to show gratitude to God. The hair of the mother and child
was shaved as a sign of purification and newness of life.
Naming
Naming of babies was carefully chosen. A baby could be named after either a season, weather,
ancestors, place or time of delivery, occasion, experience of mother during delivery, significance events
such as war, and drought, personality of the child, and names of heroes and gods. A good example is the
name ‘Were’ amongst the Luhya.
Twins had special names.
Initiation – the second rite of passage.
There were different types of initiations such as circumcision for boys and clitorisdectomy for girls,
excision of teeth and body marks. Initiation rites were important and every individual was expected to
go through them or be rendered an outcast. Initiation practices were seen as tests for courage and
bravery. They helped the communities when identifying future leaders and warriors.
Initiation was very important in communities where it was practiced. Initiation marked a transition from
childhood to adulthood. In this transition, the initiate acquired new rights, new status in life, and
privileges. For example the new initiates were allowed to marry, own property, and inherit the father’s
property. In addition the initiates received specialized education. They were taught how to behave as
adults, warriors, future husbands and parents.
The education brought families, relatives and friends together. This act strengthened kinship ties. It also
prepared the initiates to face the difficulties and challenges of adult life. In addition, initiation helped to
structure the community. Initiation was programmed to fit an age set; and it marked passage of specific
time. Thus each initiation ceremony was held regularly, normally between 16 – 21 years of age. If you
calculate, you can see that 16 to 21 years introduced a new age set or group of young people. The age
set held power for 16 to 21 years and handed over to the new generation. Initiation was therefore a
mark of identity. It gave the initiate a sense of belonging. It bonded the initiates together with the
ancestors.
Initiation rituals are not popular today as they were in the past. This is because many communities have
undergone social and cultural changes because of modern education. As a result some families take
their sons to hospitals to be circumcised to prevent HIV/AIDs and to avoid infections because of
unhygienic traditional initiation practices.
Other reasons are (i) urbanization and migration, (ii) individualization (iii) Christians religious values.
These have made some communities abandon some rites e.g. clitorisdectomy and (iv) some countries
have made girl’s circumcision illegal and an issue of human and health rights.
Attitude to birth and naming
There has been a change in attitude to birth and naming. This is because initiation is no longer a
community but a family affair. In addition, pregnant women attend antenatal clinics. Majority of
pregnant women give birth in hospitals and health centres. Thus a doctor and not a midwife announce
the sex of the baby. In modern society, the mother and child are no longer secluded. Lastly most parents
prefer western names for their babies.
Marriage was a requirement for all members of the community. It was a source of status in the
community. Since a leader had to be married.
Young men and women married after initiation. Marriage was a happy occasion and a source of wealth.
The father gave young initiates some animals for dowry. Fathers of girls received dowry payments, as
bride price was mandatory. It was given to the parents of the girl in form of (a) Cows (b) Goats (c)
Camels (d) Jewellery (e) Poultry. The young men inherited the father’s property.
Importance of dowry. Dowry unified the community. When young women were married, their parents
lost their labour. Dowry payments compensated for this loss. Men paid dowry as a sign of commitment
to their wife and parents.
Importance of marriage
Marriage was sacred. It was and ordained by God. Marriage created new social relationships and
expanded web of kinships. During the marriage ceremonies the whole community rejoiced, and feasted
together. The newly married couple learnt new knowledge and skills. The community and society
respected the newly married couple. Children born from this union propagated and ensured continuity
of family, and the community.
Modern community and marriage. There has been a change in attitude towards marriage. As a result:
marriage is no longer seen as sacred and divorce is common. In addition, dowry has been
commercialized, as it is no longer seen as important. Some young men do not pay dowry. In fact
marriage is no longer seen as a sign of status
Children were important in marriage. Barren women were frowned upon. Polygamy solved issues of
childlessness. Couples without children can now adopt them from the Child Welfare society.
Divorce. This was very rare. It happened only if the girl (i) was not a virgin (ii) practiced witchcraft (iii)
and did not show respect towards her husband.
Old age and death. This is the age of wisdom. Old people were respected. Grey hair was a sign of respect
and wisdom. In all culture, the elders were the custodians of the law, norms and regulations. Social and
religious specialists were seers, rainmakers, priests, diviners, and medicine men among others
Death. Old age is followed by death. It was seen as a transition into the spiritual life. Besides old age,
many cultures believed that death was due to either breaking of the traditional customs and taboos,
curses, evil spirits, witchcraft, war, diseases and epidemics. Burial rites were performed in many African
communities.
Disposing of the dead body. Several methods were used to dispose the body. These were burials, leaving
bodies in the forest, and throwing body to animals or placing the body in an abandoned house. African
communities believed that animals carried the spirit of the dead person to the next life. Burial rites were
performed by the bereaved. They buried the body with ones person belongings and tools. Thus if a
person was a great warrior, he was buried with a war coat. Celebrations accompanied funeral rites.
Funeral songs (dirges) were performed. There was drinking and eating.
Importance of funeral and burial rites
Burial rites created a good relationship between the dead and the living. They were therefore given to
appease the world of spirits, express unity in the society, cleanse the remaining relatives and obey the
customs of the community. Rituals that were performed depended on the community. Some of the
rituals for the dead included.
pattern.
Here are some questions to make you think about marriages
LESSON FOUR: RELIGIOUS SPECIALISTS AND THEIR RELEVANCE IN MODERN SOCIETY
Learning outcome. After studying this lesson,
Religious specialists include Medicine men / healers, Herbalists, Diviners, Mediums, Prophets / Seers,
Rainmakers, Priests and Elders. Religious specialists were given power by their parents who taught them
religious duties. Others received divine call through dreams and visions. A few learnt from experts via
apprenticeship. This is learning by observing and practicing what one sees the master teacher doing.
Roles of the medicine women/men in the Community. Medicine women/men are healers who were and
are respected by the community. This is because they were and are able to:
1) Treat and heal the sick
2) Solve serious and complicated chronic illnesses
3) Give medicine in form of powder, herbs, minerals or liquid form and observed patients swallowing,
drinking, sniffing, and applying on the skin.
4) Offer prayers and sacrifices to God
5) Give charms to protect individual persons from evil spirits.
6) Perform specialized medical roles in some communities in spite of the fact that we have modern
hospitals, counselors and psychologists.
Elders were and still are community leaders. They were not religious specialists but the community gave
elders duties, which made them close to religious leaders.
Herbalists and their relevance. Herbalists were synonymous with witch doctors. They cured people
through herbs just like the medicine women/men. Communities’ belief: that herbalists are witchdoctors
and possess magical powers. Herbalists continue to be consulted as ‘witch doctors’ or “waganga”. Today
herbalists do religious tasks that were traditionally done by diviners.
Diviners were able to find hidden secrets and knowledge; reveal witches and thieves. They
communicated with spirits and enhanced the work of healers and medicine people. They worked as
medicine people and were healers of people. They used magic powers and predicted future
occurrences. They used items such as pebbles, water, bones or gourds in divination. They also warned of
future calamities. They were mediators between God, ancestors and the people. To be a diviner, one
had to be trained. There was a specialized curriculum prepared by diviners.
Relevance of diviners in modern society. Diviners (‘witchdoctor’ “mganga”) are not popular today and
are hardly consulted. But the unfortunate Kenyans consult them who: need a job, promotion, and
children. This consultation is secret.
Mediums were channels of communication between the living and the spirits of people’s ancestors. The
ancestor spirits possessed mediums and through them ancestors gave information and messages to
their relatives.
Priests were religious leaders and functionaries. They were intermediaries between people, ancestors,
spirits and God. Their work was to make sacrifices and give offerings on behalf of the people. They
officiated during planting and harvesting rituals. They offered prayers and blessed the needy. They cared
for the shrines and poured libations to the ancestors. They led the community in public worship. They
were political heads and judges. Today, traditional priests are not relevant since most Kenyans follow
several religious practices like Christianity, Hindus, Islam and many others. But there are however, a few
traditional priests who take care of community shrines.
Prophets / Seers predicted the future. They foretold events such as invasions, wars, drought, and
epidemics. They gave advice. They also performed religious duties. They could bless and curse. Religious
prophets are common today but traditional prophets are not common.
Rainmakers were responsible for bringing or withholding rain to a community. They interpreted weather
conditions. They performed certain rituals like asking God for rains. They were highly respected in the
society. Modern science has replaced rainmakers
Meteorological departments have made the rainmakers redundant.
Elders were custodians of community values and secrets. They acted as educators. They gave
punishment to offenders of social norms/rules. They acted as counselors and guided the youth on
matters of sex and marriage. They helped in maintaining roles for important religious functions, such as
rites of passage. They were political leaders in the community. They were negotiators and solved
conflicts since they settled family disputes especially agreements concerning land. They were custodians
of the traditional values, customs and history of the people.
Relevance. Elders are relevant in modern society. They are referred to as village elders and are
recognized by the government of Kenya.
LESSON FIVE: AFRICAN MORAL VALUES
Introduction. African communities were regulated by a strict code of laws and moral values. In this
lesson we shall study moral values, which regulated individual members of society as well as the
community itself.
Learning outcomes. After reading this lesson, you should
What is a cultural value? These are community practices and beliefs. Each community has cultural values
that it accepts and upholds. These cultural values are laws, customs, and forms of behaviour,
regulations, rules, observances and taboos. The cultural values form a moral code, which regulates the
community. For example, if the culture, values private property, it will have laws that forbid theft of
property. These laws are cultural values. Cultural values influence the social order and peace. God gives
peace and harmony. God is seen as the giver and guardian of the law. Disobedience was and still is
regarded as evil, wrong and was and still is punishable by law.
What is a moral value? Moral values are standards of behaviour towards others. They are based on what
is valued by the community. Moral values are also positive attitudes. Each community decided what is
important to it and what is desirable for its members to practice and uphold.
The moral values that communities observed were many. They included amongst others:
others well. Members of the community were taught how to be hospitable to visitors, strangers and
how to assist the needy.
adhered to leading
Perseverance, and Courtesy
Moral values were learnt in the process of socialization. Leisure activities helped in acquisition of moral
values. Learning moral values was a lifelong process. The most valued behaviour was obedience.
Children were to obey their parents; wives obey their husbands; community obeys their leaders, and
elders.
Learning to obey was a life long process. An obedient person was respected and rewarded.
Misconducts. There were taboos that the community observed. Failure to obey community laws
resulted in punishments. The community did not allow stealing of livestock. Domestic animals were the
most valued private property. Individuals owned livestock while land ownership was communal. There
were many forms of punishment for stealing livestock and committing other crimes. For example
They were not allowed to interact anymore with the members of the community.
LESSON SIX: CONTINUITY AND CHANGE
Introduction
Learning outcome. From this lesson, you should be able to:
Community. Formal education introduced the western way of life. Employment and trade forced
Africans to leave their villages to look for employment and markets in towns. These actions led to
urbanization and pluralism. As a result different communities came to towns and lived together.
Individualism ownership of money replaced communalism
modern life. For example, health improved and people lived longer. There were fewer deaths and
population increased. With money, there was an expansion of trade. Individuals started buying land
with money instead of clearing forests.
Modern life changed the concept of land. Individual started owning land. The colonial governments
introduced policies about land ownership in different African countries. In communities where
education was accepted and money economy took over from livestock economy, communal land
disappeared.
Parents did not have land for inheritance. As a result, people moved and bought land away from their
ancestral birthplaces. This resulted in both migrations and immigrations.
African traditional culture, this property belonged to men or the first-born son in paternal societies. In
maternal communities, it belonged to wives and daughters.
Today property or wealth is in different forms such as money, buildings, vehicles, land, shares, stock,
jewels, insurance, and others. Women, men and children own property. Because of this, the status of a
person is measured by property.
Dowry – Bride price / bride wealth
In African societies, bride price was very important. It was given in various forms. For example cows,
animals skin, and camels. Today dowry is commercialized. It’s mainly in form of cash money. This has
made marriage costly for the poor. Some young people are staying together without a formal wedding
in church or in the community. Others do not want to pay dowry. Young couples are living together in
what is called – come – we – stay arrangements.
In traditional society, Illness was caused by witchcraft, sorcery, bad omen, or curses. Diviners, herbalists,
and healers treated the sick people.
Today bacterial, viruses, or environmental factors, cause illnesses. These are treated by nurses, and
doctors; in hospitals and health centres. There is however a craze for herbalists. The communities are
consulting herbalists and are taking herbal tea, and medicine
Mode of dressing varied between countries. It was dependent on the type of climate. African
communities were clothes made from skins or hides, leaves of bananas and trees. Women wore beads,
and necklaces for decoration.
Modern mode of dressing is a mixture of African, Asian and European wear. There are clothes for men,
women, and unisex. African and western ornaments are worn for beauty and style.
worship, which are done in various places. Those who were converted to Islam worship in Mosques.
Those converted to Hinduism worship in temples. Christians worship in churches. The few traditional
African communities continue to worship their ancestors in shrines. These are very few.
But a few groups are turning back to traditional worship and reviving worship of ancestors and spirits,
and their traditional God. For example “Mungiki” a cult in Kenya, made up of young people, worship the
traditional Ngai and practice traditional culture.
Traditional religions have many offerings such as foodstuffs and sacrifices such as goats, cows, sheep
and chicken. Human sacrifice has been discarded.
It is illegal, and it is murder. In the news, we have heard of cases of body parts being stolen from a dead
body in mortuary probably for religious rituals. This is illegal and a criminal offence.
Modern offerings in most religious institutions consist of money.
widowers. Children become orphans. Many parents, wives and husbands have died because of HIV /
AIDS, road accidents, diseases and other modern calamities. They have left orphans, widows and
widowers.
Orphans used to be looked after by grandmothers, brothers and uncles. Today government, churches,
charities, NGOs, well-wishers, and guardians, the elder sibling looks after orphans. Some orphan sisters
and brothers drop out of school to look after the rest. Some orphans have ended up in the streets
because there is no one to look after them
Widows. Traditionally brothers inherited widows. However, widow inheritance is being discouraged to
prevent HIV / AIDS. But on the other hand, widows are encouraged to remarry as society has become
individualistic and no longer assists community members as an obligation.
Widowers are not inherited and many of them remarry soon after the death of their wives.
respected. The aged are seen as a burden to their children. This is because the need medical care, food,
and other forms of care to meet their needs. Most of them are neglected and mistreated. In traditional
communities, children took care of their aged parents. Today some children care for their parents.
Fortunately, churches have set up homes for the aged. An example is “Nyumbazawazee”. A few old
people can look after themselves since they have pension schemes, life insurance policies, income
generating projects, investments and bank deposits. They can care for themselves.
Revision questions
African society
STUDY ACTIVITIES
Read the Bible quotations given
Carry out role-plays e.g. the sacrifice of Isaac by Abraham
Consult the aged to assist in the understanding of African traditional practices
Form one answers
Topic: one
1.What is the importance of reading the Bible?
Strengthens people’s faith.
Helps in spreading the gospel.
Helps in composition of songs and hymns.
Acts as a reference when we write its translations and other books.
Promotes good relationship between God and man.
3.In the government, the Bible is used for swearing in the Courts, Parliament and Cabinet when
members of parliament are nominated to become ministers of the government.
4.The major divisions of the Bible are the old and the new testaments.
Read 1.3.4. Above for more information
The Effects of Bible translation into African languages
The translations increased and deepened people’s faith in God. They also led to the establishment of
schools. The Gospel spread to local communities and many of them became Christians. The missionaries
and colonialists learnt African Languages. This led to the promotion of African languages. This helped the
African converts to judge when the missionaries were unfair or when they practiced inequality of races.
(a) The Bible is referred to as a Library because its:
the Bible its Godly influence.
TOPIC TWO: CREATION AND THE FALL OF MAN
God is the architect of the world
God existed from the very beginning of time
God created everything from nothing
God provides for the needs of human beings, animals, and all creation
God continues to create through human beings
When Adam and Eve sinned
Man’s friendship with God changed to fear of GOD
What had been innocent and good became shameful
Relationship between GOD and man was damaged and became spoilt
Man began to toil for food, safety and other basic needs
Pain became part of human experience
Death sentence was passed
Africans understand evil as barrenness, war, drought, epidemics, madness, sickness, death, burning in a
house and others
Clothing for Adam and Eve
Means to find food
A decree to defeat serpent through the seed of the woman
A solution in which he choose Abraham and separated him from others
A delivery of Israelites from Egypt
Prophets with messages for Israelites
The Messiah to die on the Cross to save humankind
Similarities:
Both agree that God is good and did not create evil.
In both, sin is a result of disobedience, greed and selfishness of humankind.
In both cases, sin leads to human suffering.
Both hold the view that sin/evil befalls humankind in the form of a curse.
Sin brings separation between God and man.
In both, there is reconciliation and forgiveness between God and man. Thus sin does not end a
relationship.
Differences
In the bible, the serpent is seen as the cause of sin whereas in many Traditional African communities,
the spirits of the dead causes evil.
In the bible, there is external punishment (hell) for sinners while the African communities believe that
punishment is here on earth.
Biblically, human beings are born sinners because they are descendants of Adam (1st parents’ sin). In
Traditional African Community, a child is born free of evil.
Biblically had taken the initiative to end sin but in Traditional African Community, man does through
sacrifice to the ancestral spirits.
TOPIC THREE: FAITH AND GOD’S PROMISES TO ABRAHAM.
Qn 1. Explain why Abraham is referred to as the Father of Faith
Faith is complete trust in somebody or something. This is because he demonstrated faith in his life’s
actions.
Accepting to move from his homeland to an unknown land.
By accepting circumcision at an old age and change of name.
Being ready to sacrifice his only son – Isaac.
He made altars for the worship of God at Bethel etc.
He believed in a God he did not know/see.
By accepting to enter into a covenant relationship with God where he gave his best animals as a
sacrifice.
Qn 2. Give five (5) actions from the life of Abraham that shows his faith in God
Abraham obeyed God’s call and left his homeland Haran to go to an unknown land.
He believed in the promises God gave him.
Build altars for the worship of God, one at Schecher and the other at Bethel.
Covenant – accepted to make a covenant with God where he sacrificed the best of his animals.
Circumcision – accepting the command to circumcise himself and all male children in his household.
Sacrifice of son – willing to offer his only son Isaac as a burnt offering to God.
Qn 3. List some of the promises God gave to Abraham.
Abraham and his wife Sarah would have a son.
Abraham would be famous.
He would become the father of a great nation.
God would curse those who cursed him and bless those who blessed him.
God assured Abraham of a personal protection.
Many descendants – like stars on the sky.
The descendants would be slaves in a foreign land but God would deliver them.
He would live to a ripe old age and die in peace.
God would establish an everlasting covenant with him and his descendants.
Some of his descendants would be kings.
God would give him and his descendants land.
Qn 4. Compare and contrast Jewish and Traditional African practice of circumcision
In both communities, circumcision is taken as a physical sign of membership to the community.
It involves the cutting of the foreskin.
Members who refuse to be circumcised are treated as outcasts in the community.
The shedding of blood is symbolic as it binds the people with God and ancestors.
It has a religious significance.
Special people in both do circumcision.
The occasions are accompanied by a ceremony which being kinsmen together.
The rite is compulsory for males.
The practice is handed down from one generation to the next.
Names are given during the occasion.
In both cases, it is done in special or religious places e.g. temple/under mugumo tree/ shrine etc.
It is a command from God/ancestors.
Differences
For African, initiation leads to adult responsibilities such as marriage, becoming a warrior, decisionmaking
and property ownership. In Jewish community, the boys are too young to take up responsibility.
In the Jewish community, only males are circumcised while in the Traditional African Community,
both boys and girls are.
For Jews, one remains a child while in the Traditional African Community, they move from childhood
to adulthood.
Jewish community circumcise at the age of eight days while in the Traditional African Community, it is
at puberty.
Among the Jews, it is a sign that they have become God’s people, but in Traditional African
Community, one is bound to the ancestors.
The Jewish circumcision is a command from God as a sign of their covenant with him while Traditional
African Communities do it in obedience to the customs and traditions of their duty.
The rite, taken place on the 8th day of both in Jewish community while in the Traditional African
Communities, it occurs after every four – six years.
Done to individuals in Jewish community while it is done to a group of age mates in the Traditional
African Communities.
No seclusion period among Jews as is the case in most African communities.
In African communities, the ceremony enables them to choose future leaders, which is not the case
with the Jews.
Helps one endure suffering (pain) in future in the African communities unlike in the Jewish
communities.
Only one form of initiation (cutting of foreskin) is done. Various forms are practiced in the Traditional
African communities. These include:
Cutting of foreskin
Lib/ear piercing
Removal of lower teeth
Scarification (putting marks on face/body)
Qn 5. What is the importance of faith to Christians?
Faith is the foundation of Christian life today. It makes Christians part of the great nation of God.
Through faith in Jesus, Christians became the chosen people of God.
Faith enables Christians make correct choices in life e.g. When choosing a career, marriage partners
etc.
Faiths help them to face temptations and challenges in their lives and are able to overcome them.
It gives them perseverance in prayer as they wait for God’s answer.
It gives them the courage to commit their lives to God totally.
It is through faith that Christians obey God.
They are able to achieve impossible things through faith.
They are able to believe what they have not seen through faith.
They are able to serve the world, help the needy because of their faith in Christ.
Qn 6. State the elements of a covenant
Partners two or more partners are involved.
A physical reminder – a certificate/sign.
Promises: – given by both partners.
Ceremony – whose blood seals it or an oath taken.
Witnesses – must be present
It requires faithfulness, obedience and loyalty to the regulations
It spells out serious consequences for those who break it.
Qn 7. Give examples of covenant in the bible and the modern society
The Bible
God’s covenant with Noah: where he promised never to destroy the earth with flood – rainbow is the
sign of the covenant (Gen 9).
God’s covenant with Abraham: God promised to fulfil the promises he made to Abraham. The sign
was circumcision (Gen 15 & 17).
The covenant between God and the Israelites on Mt Sinai – sign was the Law – 10 commandments
(Exd 24).
The covenant between God and King David – promise to David’s kingdom would last forever (2
Sam:7).
Jeremiah’s covenant: The new covenant with God’s people (Jr 31: 31 – 34).
Modern Society
Qn 9. Discuss the circumstances that led God to enter into a covenant relationship with Abraham
To seal the promises given unto Abraham e.g. a great nation, son, many descendants.
It was an assurance of the fulfillment of God’s promises to Abraham.
It was to unite God and the Israelites.
It was to be a source of blessings to all.
A starting point for the salvation of mankind, whereby he would renew the relationship between
himself and man after the separation by the 1st parents.
TOPIC FOUR: SINAI COVENANT.
Qn a. What are the qualities of Moses as a leader?
Education: he received education while in the pharaoh’s palace where he grew up.
Jewish religion knowledge: his own mother who was his maid taught him the history of Israel.
He learned leadership skills from the King as he grew up.
Shepherd: herding the father-in-law’s herds made him gain experience of shepherding people.
Life in the wilderness where he lived after killing an Egyptian gave him experience in desert life
through where he would lead the Israelites.
Father/parent: his marriage to Zipporah helped him learn family leadership. Later he applied this to
his work.
Prophet: Enabled him to foresee the future and inform the community.
Miracle-maker: helped him solve problem facing his people in the wilderness e.g. lack of food, water.
Lawgiver: gave laws that were used to govern the community of Israel i.e. the Ten Commandments.
Hard work: worked for his father-in-law serving the family e.g. fetching water. Later he was able to
serve the Jews.
Qn b (i) Describe the call of Moses: Exodus 3: 1 – 22
God called Moses as he herded his father-in-law’s flock at Mt Sinai.
Moses saw a burning bush, which was not consumed. He drew nearer to get a better look.
God called Moses by name from the middle of the burning bush and told him to remove his shoes
because he was standing on holy ground.
God told Moses that he had seen the suffering of his people in Egypt and heard their cry.
He told Moses that he had chosen him to go to Pharaoh and release them from bondage.
Moses objected to the task because he felt inadequate.
God promised to be with Moses and to protect him.
Moses asked for the name of God so that he would have a point of reference when asked who sent
him.
God revealed himself to Moses saying, “IAM WHO I AM”
God gave Moses power to perform miracles that he would use as proof of his work.
Moses protested further saying he was a stammerer.
God commissioned Aaron, Moses’ brother as his spokesman.
Moses then told God he was afraid to go to Egypt.
God assured him that the man he was afraid of was already dead.
Qn b (ii) Why was Moses hesitant to God’s call?
It is because he was already a criminal and wanted in Egypt after having killed and Egyptian and ran
away.
He was not a good speaker (stammerer).
He did not know the name of God who was sending him.
Qn c (i) what is the significance of the items used for the Passover feast (similar to what is the meaning
of the Passover meal)?
The Lamb: reminded the Israelite of the sacrificial lamb whose blood saved their 1st born from the
angel of death.
The unleavened bread signified purity.
It too signified the hurry they had to leave Egypt, as unleavened bread is easy to bake.
Roasting the meat was the easiest method of cooking.
Not breaking bones and spilt blood signified forgiveness.
Bitter herbs symbolized the bitterness of slavery in Egypt.
Other Meanings:
Eating while standing symbolized the haste with which the Israelites were to leave Egypt.
They were not to leave any meal to avoid profanation in the form of flies. Burning was the simplest
way of disposal & sacred.
Qn c (ii) Compare the Lord’s Supper to the Passover feast
Similarities:
Both are acts of salvation from suffering. Passover saved Israelites from slavery while the Lord’s
Supper saved people from bondage of sin.
Both are celebrated in memory of a past event – suffering.
Lambs offered in both Hebrews – the Passover lamb in the Lord’s Supper Jesus is the paschal lamb.
In both a symbolic meal was taken.
In both cases each group is saved through a mediator – Moses and Jesus respectfully.
God’s covenant is remembered in both cases i.e. Old testament and new covenant respectfully.
In both the religious significance of the feasts is taught and emphasized.
Differences:
In the Passover feast, animal sacrifice is offered while in the Lord’s Supper, Jesus was the last sacrifice
and instead bread and wine are offered to represent his blood and body.
Whereas the Jewish Passover was compulsory for every few, the Lord’s Supper is not compulsory in
all Christian churches.
The blood shed in the Jewish Passover is for the salvation of the Jews only while the blood of Jesus
shed on the cross is for the salvation of the whole human race.
Passover lamb offered in Hebrew while Jesus was the lamb offered in the Lord’s Supper.
Qn d. Describe how the Sinai covenant was made
The Israelites arrived at Mt Sinai through God’s saving power.
Moses was instructed by God to tell the elders to do the following in preparation for the making of
the covenant.
All Israelites were to cleanse themselves and wash their garments.
Mark the boundaries of the mountain and avoid going near or crossing the border.
Avoid sexual relations between married couple.
Note: All these happened after Moses had gone up the mountain and God had promised to make the
Israelites the following if they obeyed him.
iii. A holy nation
On the third day after cleansing, Moses took the Israelites to meet their God. God manifested himself
in the following forms: thunder, lightening, earthquake and a thick cloud that filled the mountain and a
loud trumpet blast.
Moses came down and told people about the laws which was to guide them as a covenant people.
The people agreed to obey all the words the Lord had spoken (Ex 24: 3 – 4)
Thus the covenant was made.
Qn e. Describe the circumstances that led to the breaking of the Sinai covenant
Moses went up the mountain to receive the stone tablets on which the Ten Commandments where
written. He delayed (40 days) thus forgetting God.
The Israelites became impatient. They forgot the saving power of God that had delivered them from
Egypt.
Aaron was a weak leader who failed to lead the people to uphold the covenant. He yielded to their
demands to make and worship idols.
Availability of gold jewellery: used to make the calf image.
Idolatry was a practice done while in Egypt so they copied/continued with it.
They were used to God’s (idols). They could see while in Egypt unlike the Yahweh who was invisible.
Qn f. How was the broken covenant renewed?
Moses pleaded to God not to destroy the Israelites.
God spared them.
God commanded the Israelites to cut two stone tablets where he would rewrite the commandments.
God gave conditions to be fulfilled by the Israelites in the renewal of the covenant.
These were:
gathering.
God promised that if they obeyed Him, He would:
After this Moses was ordered by God to write a new set of Laws on the stone tablets.
Thus the covenant was renewed.
Qn g. Describe how the Israelites worshipped God in the wilderness
Worship is the practice of showing respect and love for God.
The Israelites showed their respect and love for God in the wilderness in the following ways: –
1) The Ark and the Tabernacle: The Ark was a wooden box where the Ten Commandments were kept.
They signified the presence of God. The tabernacle was a portable tent for meeting between God and
the Israelites.
2) The Sabbath: They observed the Sabbath as a sacred day for resting and worshipping God.
3) Festivals: Celebrated many festivals as one way of worshipping God. E.g. Passover.
4) Altars – built them when there was need to worship God – meeting place between God and the
people and sacrifice to God.
5) Observance of the Ten Commandments. These guided them on how to live with God and man.
6) Religious leaders: God chose priest from the tribe of Levi to organize worship.
Qn h. What is the relevance of the Ten Commandments to Christian today?
Christians learn that God is a jealous God. They avoid holding other things in their lives strong in the
place of God.
Christians learn that God is unique and cannot be represented by visible man-made objects or
described in human terms.
They are reminded to observe the Sabbath by worshipping God.
They strive to have a good relationship with God.
They are taught to respect other people and their property.
They learn that long life is a result of honoring and respecting their parents.
They strive to live upright and moral lives.
They learn that lust for money and other property is sinful.
Qn i. What did the Israelites learn about God in the wilderness?
They learned that God is faithful. He keeps promises.
A provider – provided manna, water etc.
God is the controller of natural forces e.g. Red sea, a pillar of cloud & fire, earthquakes etc.
A jealous God – no worship of other gods.
Just – forgave those who broke the covenant and punished those who refused to repent.
Merciful and compassionate. Give them a 2nd chance after breaking the covenant.
A God of victory – helped them defeat Amalekites.
God valued a personal relationship – commandments given.
TOPIC FIVE: LEADERSHIP IN ISRAEL
Qn a. Explain the reasons against Kingship in Israel (1 Sam 8:10 – 20)
The King would force the sons of the Israelites to serve him as soldiers in the army.
The King would create forced labour and enslavement by making the young men work in his farms
and in making weapons. Daughters would work in his house.
He would also grab their land and give it to his loyal servants.
He would overtax them in order to maintain his administration.
It would be seen as a rejection of Yahweh as their King.
Israel would be like other nations who did not know Yahweh.
Yahweh would reject them when they cried to him.
Qn b. Explain the importance of David as King of Israel
David was important because he was chosen by God and publicly anointed by elders in a religion
ceremony. He too became ancestor of many communities.
David was a great musician and wrote many songs for promising God.
He killed Goliath the philistine soldier.
He conquered the enemies of Israel such as Amalekites, Ammonites etc.
He expanded Israel through his military conquests and marked the boundaries of the nation.
He captured Jerusalem from the Jebusites and made it a capital city.
He too made it a religious centre by placing the Ark of the Covenant there, which had been housed –
Abidjab’s.
He had good diplomatic relationship with other nations.
He encouraged trade with other nations thus making Israel prosperous.
He was a shrewd administrator who chose wise elders to advise him.
He was filled with the Holy Spirit.
He established the largest and most enduring dynasty that lasted 400 years.
He composed the books of Psalms used to praise God.
Whenever he wronged God, he genuinely repented and humbled himself before God.
He was a just ruler.
He respected the prophets of God and consulted them before making decisions.
He was prayerful and consulted God in his undertakings.
He united the twelve (12) tribes of Israel.
He set a good example of faithfulness to Yahweh that he wanted all the Israelites to emulate.
Qn c. How did Jesus fulfil the prophecies of prophet Nathan as a descendant of David? (i.e. Areas where
Jesus is mentioned as coming from David)
Angel Gabriel announced the birth of Jesus to Mary who was engaged to Joseph, a descendant of
David. The Angel referred to Jesus as the King whose wisdom would last forever (Lk 1:26-33).
Jesus was born in Bethlehem – the birth place of David (Lk 2: 4 – 5)
Abraham and David are mentioned as the ancestors of Jesus.
During the triumphant entry into Jerusalem, the crowds who met him sang with joy and shouted
‘Hosanna to the son of David.’
On the days of Pentecost when Peter addressed the crowd, he referred to Jesus as a descendant of
David (Acts:2 29-35).
Zechariah in his Benedictus, says that God has promised a savior descended from the house of David
(Lk 1:69)
The blind man at Jericho referred to Jesus as the son of David (Lk 18:38).
Qn d. What was the failure of King Solomon?
Solomon was the 2nd King of Israel, succeeding his father King David. He failed to live according to
the covenant way of life in the following ways.
He married foreign wives thus breaking the Toral that clearly stated that the Israelites should not
marry foreigners because they can come with their gods – idols.
He allowed the wives to worship their gods (idols) thus leading to spread of idolatry in Israel.
He not only worshipped the gods of his wives but also built temple for their worship.
He, by worshipping the gods became a bad example to Israel, as King. They copied him.
Although he built God’s temple, he erred in many ways:
more the God.
on how to build it.
iii. He liaised pagan craftsmen from Tyre to design, decorate and furnish the temple.
He broke the sixth commandment by killing his half brother, Adonijah. He suspected that Adonijah
would become his rival to the throne.
He spent a lot of Israel’s money on his lavish lifestyle. He had a large army and servants.
He overtaxed the people to meet the amount.
He used forced labour in his development projects.
He enslaved young men and women who went to work in the palace as servants for the wives.
He practiced nepotism. He exempted them from forced labour.
He sold part of Israel – sold 20 towns of Galilee to King of Tyre as payment of a debt he could not pay
contrary to God’s command.
He made treaties with other nations that were against the condition set during the renewal of the
Sinai covenant.
In the above ways, he oppressed the people of God.
Qn e. Which leadership qualities can modern leaders learn from David?
Justice: A good leader is one who does not favour some people like David (I Sam 24: 1 – 12).
Courage: David showed this while fighting Goliath. Leaders need to be brave and courageous in their
work (I Sam 17:41 – 54).
Fear of God and Faith: David consulted God before any undertaking. Leaders should do the same.
Gratitude: David was thankful to blessings he received. Leaders should be happy and grateful to God.
Loyalty: Modern leaders should remain loyal to their office. David was loyal to God and his people (2
Sam 2:7)
Kindness: Good leaders should show mercy to their people like David did e.g. he forgave Saul twice (2
Sam 19: 9 – 39).
Humility: Leaders should not hesitate to ask for forgiveness from God and people. David was humble
and asked for forgiveness any time he went wrong.
Willingness to delegate: Learn to delegate future as David did (2 Sam 20: 23 – 26)
Wisdom: Be wise in choosing legal advisers as David did.
Respect: Leaders should show respect to God and preaches those they serve as David did to the
prophets and his people.
TOPIC SIX: LOYALTY TO GOD- ELIJAH.
Qn a. Qualities of Elijah that led to his achievements
condemn them for their wickedness such as corruption and idolatry
Syncretism is the process of mixing religious beliefs and practices
1) Courage
2) Faithfulness
3) Zealousness for God
4) Concern for the needy / poor
5) Provision of social justice
6) Patience
Qn d. What were the effects of idolatry in Israel?
Syncretism developed where the Israelites worshipped Yahweh alongside the gods of Canaan.
The Israelites started calling Yahweh by the names used for Canaanites gods e.g. El.
The Israelites started naming their children after Canaanite gods like Baal.
They changed their religion calendar and celebration to correspond with their Canaanite celebrations
and feasts.
They converted the high places used for worshipping Baal to Yahweh’s shrines without removing the
graven images of idols.
The unity that existed between the two tribes of Israel was destroyed. They no longer treated one
another as brothers.
The Kings of Israel behaved like the Canaanites leaders by oppressing the weak and grabbing other
people’s property.
The people neglected Yahweh’s holy places.
God’s prophets were mistreated, persecuted and even killed.
God withdrew his blessings from the Israelites because they angered Him by worshipping other gods.
They broke God’s commandments, which forbade worship of other god a part from Yahweh.
The Israelites practiced temple prostitution and other Canaanites rituals and sacrifices.
Qn e. Describe Elijah’s fight against false religion in Israel
Elijah rose to challenge false religion at a time when Baalism had become the official religion.
He prophesied a three and a half years drought because the people had turned away from Yahweh.
After the drought God appeared to Elijah and told him to go to King Ahab and tell him that the
drought was as a result of idolatry in Israel.
Elijah requested the King to order all the people to meet at Mt Carmel to hold a contest.
Elijah asked the King to invite the 400 prophets of Asherah and Baal’s 450, saw that they could prove
who the true God is.
Elijah would sacrifice a bull and the false prophets would too sacrifice their own to call on their Gods
to send fire. The one who could send is the true God.
The prophets of Baal were the 1st to pray to their god but he never sent fire.
The prophets cut themselves with knives to please their god but he never sent it.
Elijah then prepared the altar with 12 pillars representing the 12 tribes of Israel.
He dug a trench around the altar, placed wood and put the cut bull on top of the wood.
He ordered for water to be poured around the trenches until it flooded.
Then in the evening Elijah prayed and called upon the God of Abraham, Isaac and Jacob to send fire.
Fire came and consumed the whole sacrifice, including the water in the trenches.
As a result, the Israelites bowed down and declared that Yahweh was the true God.
Then Elijah ordered the killing of all the prophets of Baal and the prophetesses of Asherah.
Elijah went to the top of the Mt Carmel and prayed for rain. Yahweh sent His servant to watch for the
sign of rain from the sea.
The servant looked towards the sea seven times after, which he saw a small cloud forming.
Then heavy rain fell, signaling end of drought.
Qn f. Describe Elijah’s fight against corruption – 1 Kings 21
Corruption: Can be defined as dishonesty or misuse of power for personal gain.
In a corrupt society, the rich and powerful people tend to take advantage of the weak/poor by
exploiting them and denying them their rights.
King Ahab of Israel desired a fruitful vineyard owned by a man named Naboth.
King Ahab approached Naboth to sell him the vineyard or exchange with another one.
Naboth declined the offer because in Israel, selling ancestral land was against the covenant law. The
land belonged to God.
Jezebel, Ahab’s wife, soon learned, Naboth’s refusal and she arranged Naboth’s murder through false
accusations.
After Naboth was killed, Ahab possessed the vineyard.
God commanded Elijah to go and declare His judgement on Ahab for committing such an evil act in
Israel.
Elijah declared the following judgement on Ahab:
iii. All family members of Ahab would face violent deaths.
On hearing this, Ahab humbled himself before God and repented. God postponed Ahab’s punishment
to the days of his son.
Qn g. What can Christian learn from the teachings of Elijah?
From the Mt Carmel incident, they learn that Yahweh controls the forces of nature – can bring rain or
stop it.
Yahweh is the only true and living God – Mt Carmel.
Yahweh is forgiving – pardoned those who repented on Mt Carmel.
Yahweh is a jealous God. He will not share honor with any God – killed the 450 prophets worshipping
Baal.
A prosecutor – protected Elijah.
A provider – provided Elijah with food.
Yahweh answers prayers. He is faithful.
They also learn that church leaders should condemn evil like Elijah did in the case of Ahab and
Naboth.
Christians should work to protect the poor from exploitation.
They should be prayerful so that God can help them overcome difficulties like Elijah.
They should strive to lead lives free from corruption.
They should remain faithful even if it means costing their lives to Naboth.
Leaders should realize authority comes from God and are accountable to Him.
They should avoid idolatry, which Elijah condemned.
Perform tasks given by God however had they may be as Elijah did – facing Ahab, killing the 450 false
prophets etc.
Finally, they should invite sinners to repeat and bring them back to God.
TOPIC SEVEN: SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE
Question a: Explain African beliefs about God (or qualities)
African beliefs about their God are found in their proverbs, myths, songs, prayers, narratives and
religious ceremonies.
God was believed to be a supreme being who was beyond human understanding.
The African communities believed that God was all-powerful – omnipotent.
They believed that God’s power is expressed in natural occurrences such as thunder, earthquake
floods and volcanic eruptions.
God is believed to be all-knowing omniscient.
He is limitless and knows hears and sees everything.
He is also omnipresent – meaning he is everywhere at all times.
Transcendent – beyond human understanding. Because of the transcendent nature, Africans found it
impossible to represent him using physical representations. They viewed him as being far yet too near
them.
He was seen as the provider and sustainer of creation.
They believed that God is everlasting. He has no beginning or end.
God is merciful.
They believed he is incorruptible.
African communities associated God with justice.
Physical features were often seen as a representation of awesome power of God. This is why large
mountains, thick forest, unique rock formation were used as shrines.
African viewed God to be mysterious.
Qb. Describe the African understanding of the Hierarchy of Beings
Hierarchy of Beings
Divinities
Ancestors
Human Beings
Animals and Plants
Non-living Things
God as the creator occupies the highest rank in the hierarchy of being – creator.
The Divinities: Came next and control natural forces in the universe, created by God.
The Common Spirits: Comprise spirits of people who died long time ago.
Ancestors: (living dead): Spirits of those who died recently and are still remembered by the living.
Human Beings: Consist of the living and the unborn.
Animals and Plants: Come next – for man’s use as food and sacrifice to God.
Last (7th) are Non-living things: Such as mountains, rocks, rivers, caves, dwelling places of God and
Spirits.
Qc. Describe the Role of the ancestors to the living
The ancestors acted as intermediaries between God and human beings.
They communicated the problems and wishes of human beings to God.
God and the spirits used the ancestors to express their wishes concerning human beings.
The ancestors welcomed those who died to the spirit world.
They helped to preserve the culture and standards of a community.
The ancestors blessed the living and corrected them through punishment.
Qd. What was the responsibility of the living towards God?
To show gratitude to God and give thanks to him as an acknowledgement that He is the giver of life.
To honor, worship and adore God by praying to Him for their needs.
To pray to Him during or before a war, before planting, etc.
To obey and trust Him.
To take care of God’s creation
To teach children about God.
Appease him through sacrifice.
Qe. Describe the Traditional African ways of worshipping God
Sacrifice: They were used to ask God’s favour, thanksgiving, to avert evil and ask for forgiveness,
before planting and after harvest, epidemics, birth, naming, invitation, weddings, funerals etc for
different reasons.
Offerings: Foodstuffs e.g. grain, honey, beer, milk was offered in recognition of God as owner of
property and provider.
Prayers and invocations: Commonest act of worship. A continuation activity done anytime as the
need arises.
Song and dance: People were involved both physically and spiritually. This brought the city together.
Blessings and Salutations: Expressed in greetings and farewells e.g. “Go with God”, God be with you”.
Qf. What were the African ways of venerating and communicating with the spirits and ancestors?
Venerating means showing respect to somebody.
Spirits and ancestors were venerated because they were believed to be senior to human beings and
closer to God.
Sacrifices were offered to them as the ways of venerating them.
Pouring libation was done.
The living invited them during ceremonies such as birth, invitation, marriage and burial.
They consulted diviners, mediums and medicine men to keep in contact.
The living named after them – thus they became immortal and members in the physical world again.
Their names were mentioned during prayer.
By maintaining their graves.
Giving them proper burial ceremonies.
TOPIC EIGHT: AFRICAN MORAL AND CULTURAL VALUES.
Qa. What is the significance of the kinship system?
Kinship means being related either by blood or marriages.
The kinship system was important in the traditional African society because of the following factors.
The kinship system regulated people’s behavior towards each other. This promoted peaceful and
harmonious relationships.
It promoted co-operation among community members especially in times of difficulty.
It helped to ensure that the disadvantaged members of the community were taken care of.
The living dead and the ancestors were part of the African kinship system. This showed concern or
the families or relatives they left behind.
The kinship system led to the preservation of cultural identity.
It provided a peaceful way of settling disputes with the elders acting as arbitrators.
It ensured fairness and transparency in sharing out inheritance.
The kinship system united the members of a family and clan by giving them a sense of belonging.
It helped people to establish new relationship, especially through marriage.
Kinship ties regulated marital customs rules and regulations. People who were related in any way
could not be allowed to marry.
Qb. Outline and explain factors contributing to harmony and mutual responsibility in the Traditional
African Society
Good morals: Every member of the community was expected to do the right thing according to the
norms of the community.
Participation in communal activities: Means of the community were expected to participate in
communal activities e.g. wrestling, dances and communal work.
Sharing: People shared ideas and even property, which created harmony among the people.
Division of labour: Tasks were distributed according to one’s age; gender to avoid conflicts in roles.
Rules: In Traditional African Communities, elders, men youth, and women had their respective roles
to play that enhanced harmony in the community.
Virtues: Virtues like generosity, obedience, kindness and honesty were encouraged since they
contributed towards harmonious living.
Religious beliefs and practices: A common belief in God, the spirits and ancestors created a sense of
togetherness.
Qc. What was the purpose of bride wealth in the Traditional African Society?
It was a way of thanking the bride’s family for taking good care of her.
It was a form of compensation to the bride’s parents because the woman would now belong to
another family.
It was a sign of contract that the man would marry the girl and they would live together until death.
It represented evidence of the groom’s ability to take care of a wife and a family.
It was a sign of generosity on the side of the man.
It initiated a long-lasting friendship between the families of the groom and the bride.
It cemented a marriage.
It was a symbol of the marriage covenant between the bride and the groom.
Bride wealth served as an outward seal of the marriage contract.
Qd. Explain the role of medicine-men in the African Communities and their relevant today
1) Medicine men
They are also referred to as healers, herbalists or traditional doctors.
They identified illness and their causes.
They identified appropriate treatment and prevention measures for the illness.
They averted the effects of a curse.
They offered sacrifices and prayers to God and the ancestors.
They prepared charms for protection against witchcraft and evil spirits.
They gave medicine to increase fertility in both people and animals.
They acted as counselors, guiding people on all issues of life.
2) Relevance of Modern Society
Modern medicine has not fully displaced herbalists.
Medical doctors and scientific researchers today work side by side with traditional healers since herbs
are used to make modern medicine.
Some people still believe that there are some illnesses that cannot be treated in hospitals hence; they
turn to herbalists.
Some people also believe that medicine people who practice magic have the power to change their
fate.
