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Breaking Education News

Time table, time allocation and lesson distribution for all Primary schools in Grade 4-6 (Upper Primary School): Ministry of Education Guidelines

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The Ministry of Education has released guidelines to schools on how to implement the Competency Based Curriculum, CBC, for upper primary; Grades 4, 5 and 6. According to the circular dated November 7, 2019 and written by Dr Belio Kipsang (The Education Permanent Secretary), All schools will roll out CBC in Upper Primary in January 2020 in Grade 4, followed by the roll out in Grade 5 in 2021 and Grade 6 in 2022. The Ministry has already rolled out the CBC for Early Years Education, EYE; Grade 1 to 3.

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Here are the guidelines to all Primary schools; both public and private:

SUBJECT: COMPETENCY BASED CURRICULUM (CBC) ROLL OUT; IMPLEMENTATION GUIDELINES FOR UPPER PRIMARY GRADE (4,5 & 6) The Ministry of Education rolled out implementation of the Competency Based Curriculum (CBC) for Early Years Education (EYE), covering Pre-Primary 1 &2 and Grades 1 to 3 vide circular Rel: MOE/CONF/G5 of 2nd January 2019. All schools will roll out CBC in Upper Primary in January 2020 in Grade 4, followed by the roll out in Grade 5 in 2021 and Grade 6 in 2022. All schools are expected to plan for the roll out in Grades 4, 5 & 6 based on the following guidelines:

  1. Time allocation and lesson distribution;

  • There shall be eight (8) lessons in a day
  • Each lesson shall be 35 minutes
  • The lesson distribution per subject will be as tabulated below:

Upper primary-Regular

S/N LEARNING AREAS LESSONS PER WEEK
1 Physical and Health Education 5
2 Mathematics 5
3 English 4
4 Kiswahili or Kenya Sign Language 4
5 Science and Technology 4
6 Social Studies 3
7 Home Science 3
8 Agriculture 3
9 CRE/ IRE/HRE 3
10 Art and Craft 2
11 Indigeneous / Foreign Languages (German/ French/Aarbic) 2
12 Music 1
13 Pastoral Program of Instruction (PPI) 1
14 Total Number of Lessons 40

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2. Intermediate Level for Special Needs Education (SNE)

This is the second level in the stage-based Competency Based Curriculum for learners with special needs who carrot follow the regular curriculum. These include learners with the following categories of disabilities:
  • Severe intellectual disability;
  • Deaf-blindness;
  • Severe autism;
  • Severe cerebral palsy;
  • Multiple impairments;
  • Profound disability.

Lesson Distribution at Intermediate Level

  • There shall be six (6) lessons in a day;
  • Each lesson shall be 35 minutes;
  • The lesson distribution per subject will be as tabulated below:
S/N LEARNING AREAS LESSONS PER WEEK
1 Communication, Social and Literacy Skills 5
2 Activities of Daily Living Skills 5
3 Religious Education 2
4 Sensory- Motor Integration 3
5 Environmental Activities 3
6 Numeracy Activities 3
7 Creative Activities; Art and Craft 2
8 Creative Activities; Music 2
9 Psycho-motor Activities 5
10 Total Lessons Per Week 30

3. Special Notes

S/N Area Remarks
1 Language Policy English shall be the language of instruction for all learning areas except for Kiswahili, Indigenous and foreign languages.
2 Other Languages The Ministry of Education in conjunction with the Teachers Service Commission will identify public primary schools that will offer foreign and indigenous languages. Detailed implementation guidelines for foreign and indigenous languages will be issued to the identified public primary schools.
3 Home Science and Agriculture These shall be allocated one theory lesson and a double lesson for practical activities.
4 Science and Technology This shall be allocated two single lessons and a double for practical activities.
5 Physical and Health Education This will be timetabled every day for each grade and be activity oriented.
6 Pastoral Programmes of Instruction Shall be handled by a responsible member of a recognized religious faith within the school community and which is legally registered in Kenya.
7 Co-Curricular Activities Are a compulsory facet of the formal curriculum and should be implemented as recommended for all learners.
8 Community Service- Learning Activities Opportunities for Community Service Learning should be appropriately mainstreamed in all learning areas. Schools are expected to ensure that all learners participate in community service activities as guided in the curriculum designs.
9 Parental Empowerment and Engagement Learning institutions should create opportunities for information sharing and involvement of parents/guardians in the implementation of CBC.
10 Values Based Education School should ensure core values are incorporated in the learning process across all the learning areas in Upper primary.
11 Teacher Professional Development All schools will timetable the last two lessons every Friday (5%) of teaching time for teacher professional development activities. During this period learners should be allowed to interact with digital devices, library work, radio and TV programmes aired by KICD.
 

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Ministry of Education Circular on New Secondary Schools Set Books

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Ministry of Education Circular on new secondary schools set books 2022-2026

RE: APPROVED SECONDARY EDUCATION LITERATURE IN ENGLISH AND FASIHI YA KISWAHILI SET BOOKS FOR 2022 – 2026

This is to inform you that the final phase of change of set books for Literature in English and Fasihi ya Kiswahili for Secondary Schools for the period 2022 – 2026 has been finalized.

Some of the texts are to be studied by Form 3 students beginning April 2022 while others are scheduled to commence in January 2023.

The new texts shall be replacing those that have been in place since 2017 as per the circular MOE/QAS/A/5/19/16 (copy attached). The duration for the study of set books is five (5) years. The new set books for English and Kiswahili and the ones to be replaced are captured on the Tables A and B below respectively:

A: (i) Literature in English – Compulsory Set Books

TITLE/AUTHOR PUBUSHER DURATION TEXT TO BE

REPLACED

 PUBUSHER
COMPULSORY NOVEL

Fathers of Nations by

Paul B. Vitta

(Approved by KICD, 2021

 Oxford University Press 2023–2026 Blossoms of the Savannah by Henry Ole Kulet Longhorn
Edition)        

 

COMPULSORY PLAY

(Play from the rest of the world)

 Kenya Literature Bureau 2023- 2026 A Doll’s House by Henry Ibsen East African Educational Publishers
The Samaritan by John Lara

(Approved by KICD, 2021

Edition)

        

 

A: (ii) Literature in English – Optional Set Books

 

TITLE/ AUTHOR PUBUSHER DURATION TEXT TOBE REPLACED PUBUSHER
OPTIONAL NOVEL

Artist of the                           Floating World by Kazuo Ishiguro

(Approved by KICO 2021 School Edition)

 Longhorn Publishers 2022-2026 The Pearly by John Steinbeck Bookmark Africa
ANTHOLOGY OF SHORT

STORIES (Optional)

A Silent Song and Other Stories edited by Godwin Siundu

(Approved by KICD 2021 School Edition)

 Spotlight Publishers (EA) Limited 2022- 2026 Memories We Lost by Chris Wanjala Moran (EA)
OPTIONAL PLAY

A Parliament of Owls by Adipo Sidang

(Approved by KICD 2021

School Edition)

 East          African Educational Publishers 2023-2026 Inheritance

by David Mulwa

 Longhorn

 

TITLE/ AUTHOR PUBLISHER DURATION TEXT TO BE REPLACED PUBUSHER
TAMTHIUA

Bembea  by Dr. Timothy

 Access Publishers 2022-2026 Kigogo by Pauline Kea Kyovi Storymoja
Moriasi        
{Kimeidhinishwa na KICD –        
Toleo la 2021)        
HADITHI FUPI

,Mapambazuko ya

 Mountaintop Publishers 2022- 2026 Tumbo Llslloshiba na Longhorn
Machweona        
Hadithi Nyingine

(Kimeidhinishwa na KICD – Toleo la 2021)

     Hadithi Nyingine by Alita Chokocho na Dumu Kayanda  
RIWAYA

Nguu za Jadi by Prof. dara Momanyi (Klmeidhinishwa na KICD – Toleo la 2021)

 Queenex Publishers 2023 • 2026 Chozl La Heri by Assumpta K. Matei One Planet

 

 

B: Fasihi ya Kiswahili – Compulsory Set Books

 The commencing and lapsing year imply that the form three class of the given year are the first and last to study the particular book respectively.

The books for the period 2022 – 2026 have a running foot note on every page stating, “approved by KICD 2021 edition” and “kimeidhinishwa na KICD toleo la 2021” for English and Kiswahli respectively. All the new set books have a security tag on the cover which when scratched will reveal a sixteen (16) digit pin number.

When the pin number is sent by sms to 22776 you will receive a message confirming whether the copy is genuine or pirated. This is an important security measure aimed at ensuring that schools/parents/students have genuine copies with correct content.

By a copy of this circular, all County Directors of Education are required to ensure that all Sub-County Directors of Education forward this circular to all schools within their jurisdiction as soon as possible.

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KICD Drops two compulsory subjects in Junior Secondary, JSS

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KICD DROPS 2 COMPULSORY SUBJECTS IN JSS

The Kenya Institute of Curriculum Development, KICD, has dropped two compulsory subjects offered at Junior Secondary School, JSS.

Twelve of the fourteen subjects Junior Secondary School students will study are mandated.

English, Kiswahili, Mathematics, Integrated Science, Health Education, Pre-Technical and Pre- Career, Social Studies, Religious Education, Business Studies, Agriculture, Life skills education, Physical Education/Sports, and Foreign Languages are among the 14 subjects listed in the new KICD curriculum design.

Math, Kiswahili, English, life skills, health education, social studies, integrated science, business studies, religion, agriculture, and sports and physical education are among the 12 main courses taught.

A minimum of one and a maximum of two electives from each of the following areas are available to students: The following subjects are also important: German, French, Mandarin, Arabic, Kenya Sign Language, Home Science, Computer Science, and the Arts of the Performing and Visual Arts.

The new learning areas are listed below, according to the Kenya Institute of Curriculum Development (KICD).

NOTE: HEALTH EDUCATION and LIFE SKILLS instruction will no longer be provided. Additionally, students should choose just one elective.

THE NEW JSS COMPULSORY SUBJECTS

  • English
  • Kiswahili or Kenya Sign Language (KSL)
  • Mathematics
  • Integrated Science
  • Social Studies
  • Business Studies
  • Agriculture
  • Pre-Technical and Pre-Career Studies
  • Religious Studies Education
  1. Christian Religious Education (CRE)
  2. Islamic Religious Education (IRE)
  3. Hindu Religious Education (HRE) OPTIONAL SUBJECTS

IN OPTIONAL SUBJECTS A STUDENT SHALL TAKE ONE SUBJECT:

  1. Visual Arts
  2. Performing
  3. Home Science
  4. Computer Science
  5. Other Languages (Indigenous Language, French, Arabic, German, Sign Language) NOTE:

All students must participate in physical education (P.E.) as a requirement in order to assist the growth of the psychomotor domain.

Breaking Education News

Major Reforms at the Teachers Service Commission, TSC: Final CBC Task Force Report

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Major Reforms at the Teachers Service Commission, TSC: Final CBC Task Force Report.

Issues Analysis Recommendations
Duplication of Quality Assurance function between MoE and TSC. In Article 237 (3) of the Constitution establishes TSC and mandates it to “review the standards of education and training of persons entering the teaching service”.

Under Section 11(c) of Act, TSC is mandated to “ensure that teachers comply with the teaching standards set by the Commission”, while under Section 11 (f) TSC is required to “monitor the conduct and performance of teachers in the teaching service”.

 Section 11 (c), (f) and Section 35 (1) of the TSC Act and related provisions in the TSC regulations should be amended to cure the duplication of the quality assurance function between MoE and TSC.
  In implementing both Sections 11(c) & (f) the Commission developed TSC code of regulations, 2015 (Development, Review and Maintenance of Entry and Performance Standards), which provides under regulation, 44 “that the Commission may for purposes of maintaining the performance standards, designate a Quality Assurance and Standards Officer at the County and Sub County level”.

From the foregoing, it is apparent that the function of the TSC as enshrined in the Constitution, is mis-interpreted in the TSC Act and TSC Code of Regulations for teachers. This is because, TSC has established a Directorate of Quality Assurance and Standards at the headquarters with offices across the entire Country thus overlapping with the responsibilities of the Directorate of Quality Assurance and Standards in the Ministry of Education.

Furthermore, Section 35 (1) of the TSC Act provides that “the commission shall take all necessary steps to ensure that persons in the teaching service comply with the teaching standards prescribed by the commission under this Act”. However, this is in conflict with the function of the National Government as prescribed under Section 15 Part 1 of the Fourth Schedule of the Constitution.

In a letter dated 10th September 2014, the Commission for the implementation of the Constitution (CIC) concluded that Section 35 (1) of the TSC Act, which required the commission to take all necessary steps to ensure that persons in the teaching service comply with the teaching standards prescribed by the commission under the Act is unconstitutional.

CIC pointed out that ‘compliance with standards is the responsibility of the National Government’ and therefore whether a teach displays the standards at work is the Primary work of the National government. The Attorney General in a letter dated 19th December, 2014 addressed to the Cabinet Secretary Education concurred with CIC.

 The function of quality assurance and standards is the sole function of the MoE. TSC function should be to the teacher as a professional and employee within

the framework of performance

evaluation and not quality assurance of education in a basic education institution by redesigning the teacher performance evaluation to

be similar to performance evaluation in other sectors of civil government and to provide for control of operations in learning institutions for MoE.
Pre-Service and In-Service Teacher Training Section 35 (2) of the Act provides that the commission shall require every registered teacher to undertake career progression and professional development programmes as may be prescribed by regulations made under the Act.

On the other hand, the fourth schedule of the constitution mandates the national government to set education policy, standards, and curricula for all levels of education and training. This means that the national government is required to develop programmes and curricula for teacher education and training.

 Section 35   (2)   of the TSC Act is unconstitutional and should be deleted together with the related provisions in the TSC regulations. Pre-service and in- service          teacher

training is the responsibility of the MoE.
  Thus, Section 35 (2) of the TSC Act is unconstitutional on the basis that Article 237 does not mandate TSC to conduct any form of capacity building. Pre- service and in-service teacher training is therefore the responsibility of MoE.  
Deployment, Transfer and Promotion of Teachers Article 237 (2) (c) & (d) of the constitution mandate TSC to deploy, transfer and promote teachers. On its part, MoE runs the schools through the BoMs and the day to day activities of the school are undertaken by the headteacher in the case of a Primary school and a principal in the case of a Secondary school on behalf of MoE.

The teachers are employees of TSC but they run and implement the curriculum developed   by MoE through KICD. Thus, though the teachers are employees of TSC they work for MoE which is expected to supervise and quality assure the teacher delivery of the curriculum.

 Deployment, transfer and promotion of teachers by TSC should be done in consultation with MoE. MoE to sit

in the committees that is deploying, transferring

and promoting of teachers,

headteachers and principals.
  However, it is noted that the deployment, transfer and promotion of these teachers is done without consultation with MoE.  
Accountability of heads teachers and principals Currently head teachers and principals employed and deployed by TSC manage basic educations institutions but are not accountable to the MoE who is the owner and financier of the schools.

(i)          The roles and responsibilities of a principal and head teacher include: –

(ii)        Organization and management of approved school curriculum;

(iii)       Management and control of school finances and stores;

(iv)       Management and motivation of human resource in the school;

(v)        Secretary of the school BOM and PTA;

(vi)       Management and maintenance of the school plant equipment;

(vii)        Teaching subjects of specialization.

These roles and responsibilities are conferred to them by the MoE. However, for example, where there has been a case of mismanagement of funds or resources by a head   teacher or principal, the Principal Secretary State Department of Basic Education at the MoE cannot hold the head teacher or principal to account, nor is he/she involved in their discipline. Similarly, TSC does not have the mandate to supervise financial management at the schools.

 TSC to employ and deploy the head teachers and principals in basic education

institutions who will be agents of MoE in the management of the institutions thus accountable to MoE as accounting and authorized officers. Framework should be borrowed from the Public Service Commission (PSC).
  Thus, a provision be included in the Basic Education Act to state that head teacher and principals in a basic

education institution shall be agents of the MoE.
Disqualification of Chairperson and Members of the Commission Section 8 (1) of the Act provides that within fourteen days of the commencement of this Act, or whenever a vacancy arises in the commission, the President in consultation with the Prime Minister shall by notice in the Gazette declare a vacancy and constitute a selection panel for the purpose of selecting suitable candidates for appointment as the chairperson or member of the commission. The phrase “within fourteen days of the commencement of this Act, has been overtaken by events and the post of Prime Minister has since been abolished. 1.   Amend Section 8 (1) to delete the phrase “within fourteen days of the commencement of this Act,

or” and “in consultation with the Prime Minister”.

2.   Amend Section 8 (5) to include advertisement in the TSC website.

3.  Delete the whole of Section 8 (17) of the TSC Act.

4.  Amend Section 8

(18) of the TSC Act by deleting the phrase “in consultation with the Prime Minister may”.
Section 8 (5) of the Act provides that the selection panel shall, within seven days of convening, invite applications from persons who qualify for nomination and appointment as chairperson or member of the commission by advertisement in at least two daily newspapers of national circulation. Such should include advertisement in the TSC website with the current wide use of technology.

Section 8 (17) of the TSC Act provide that until after the first general election under the Constitution, the President shall in nominating persons for appointment as chairperson or member of the Commission act in consultation with the Prime Minister. The post of Prime Minister has since been abolished.
Section 8 (18) provide that despite the foregoing provisions of this Section, the President, in consultation with the Prime Minister may – by notice in the Gazette, extend the period specified in respect of any matter under this Section by a period not exceeding twenty-one days. The post of Prime Minister has since been abolished.
Conduct of the Affairs of the Commission Section 15 (3) of the Act provides that the commission may invite any person to attend any of its meetings and to participate in its deliberations, but such a person shall no right to vote at the meeting. The provision should be reworded for clarity.

Clause 2 of the Second Schedule of the Act provides that the quorum of a meeting of the commission shall be one half of members. In accordance with Mwongozo quorum of a meeting should be two thirds of the members.

Clause 5 of the Second Schedule of the Act provides for instances where there may be conflict of interest. However, the provision is too detailed and is not well understood.

 1.   Amend Section 15

(3) of the TSC Act to include the word “have” between shall and no.

2.  Amend clause 2 of the Second Schedule to state that quorum shall be two thirds of the members.

3.  Amend Clause 5 of the Second

schedule to read “a member who has a direct or indirect interest in a matter being considered or to be considered
    by the commission shall, as soon

as the relevant facts regarding the matter come to knowledge

of the member, disclose the nature of such interest, and shall not be present during any deliberations on the matter.”
Secretary of the Commission Section 16 (5) & (6) of the Act provides for the duties and responsibilities of the Secretary. However, the Section as described is wordy and confusing as some of the duties and responsibilities given fall on other persons e.g. the SRC.

Section 17 (2) of the TSC Act provides for the procedure for removal of the Secretary. The terms and conditions indicated therein are not clear.

 1.  Amend Section 16

(5) of the TSC Act to read as follows, “the Secretary shall be the chief executive of the commission,

and shall be responsible for the management of the day-to-day activities of the commission, for clarity.

2.  Delete Sub-Section

(6) of Section 16 of the TSC Act.

3.  Amend the whole of Section 17 of the TSC Act to read

as follows: (1) the secretary may be removed from office by the commission, in accordance

with the terms and conditions of service, for –

4.  Amend Section 30 (3) of the TSC Act to include last known postal address or by electronic means.

5.  Delete Section 31

(1)    (a) of the TSC Act.

inability to perform the functions of the office arising out of physical or mental incapacity;
    gross misconduct or misbehavior; incompetence

or negligence of duty; or

any other ground that would justify removal from office under

the terms and conditions of service.

(2) Before the secretary is removed under Sub-Section (1), the secretary shall be given an opportunity to defend himself or

herself against any allegations against him or her.
Appointment of members of its staff Section 16 (6) of the TSC Act provides for the appointment of the members of staff taking into account: (a) persons with disabilities; and (b) regional and ethnic diversity of the people of Kenya. This is not all inclusive as provided for in the constitution. Amend Section 16

(6) of the TSC Act to read “taking into account”.
The Register Section 27 (e) of the Act provides that the commission shall not register a person as a teacher if such person is engaged in any activities which, in the opinion of the commission, are prejudicial to peace, good order or good government in Kenya. The provision is broad and subject to abuse.

Section 30 (1) (c) & (f) of the Act provides that the commission may, after inquiry, cause to be removed from the register the name of any person who has been convicted of a sexual offence or an offence against a pupil or student; and suffers from such physical or mental illness or infirmity which renders the person incapable of performing the duties of a teacher. The physical or mental illness or infirmity should be in the opinion of a registered medical practitioner who has the expertise to make such determination.

Section 30 (3) of the Act provides that subject to the provisions of the Act, the removal of a teacher’s name from the register shall be notified by the commission to the person by registered mail addressed to his or her last known address. The option of use of electronic means is not provide for in the Act.

 1.  Delete the whole of Section 27 (e) of the TSC Act.

2.  Amend Section 30

(1)   (c) of the TSC Act to replace the word phrase “pupil or student” with “learners”.

3.  Amend Section 30 (1) (f) to read as follows:

suffers from such physical or mental infirmity which in the opinion of a registered medical practitioner, renders the person incapable of performing the duties of a teacher.
  Section 31 (1) (a) of the Act provides that where the name of any person has been removed from the register, the commission may, either of its own motion or on the application of the concerned teacher made in the prescribed manner, and in either case after observing due process, direct that

(a) the removal of that teacher’s name from the register be confirmed.

 4. Amend Section 31

(2) of the TSC Act by deleting “after the expiry of a period of eighteen months from the date of removal of the name from the register.”
  Section 31 (2) states that an application under Sub-Section (1) may only be made after the expiry of a period of eighteen months from the date of removal of the name from the register. The period is eighteen months is unreasonable and unjustifiable.

Section 31 (1) (a) of the Act provides that where the name of any person has been removed from the register, the commission may, either of its own motion or on the application of the concerned teacher made in the prescribed manner, and in either case after observing due process, direct that

(a) the removal of that teacher’s name from the register be confirmed. Section 31 (2) states that an application under Sub-Section (1) may only be made after the expiry of a period of eighteen months from the date of removal of the name from the register. The period is eighteen months is unreasonable and unjustifiable.

 and replace with “after the expiry of a period of 6 months from the date of removal of the name from the register”.

7. TSC should be registered with the Office of the Data Commissioner subject to the Data Protection Act.
Discipline of Registered Teachers Section 33 (1) of the Act provides that the commission may, subject to the regulations made under the Act, take disciplinary action against any person registered as a teacher under the Act. The phrase “subject to the regulations made under the Act” means that a substantive law is subject to a subsidiary legislation.

Section 34 (3) (j) of the Act provides that the commission, after interdicting a teacher, may take disciplinary actions against a registered teacher undertake any other lawful action as it may consider appropriate. Use of the phrase “undertake” is erroneous

The Third Schedule of the Act and TSC Code of Conduct and Ethics for Teachers Regulations 2015 on disciplinary offences provides for the list offences under the Act. However, some of the offences listed contradict other laws, such as the penal code and other offences as prescribed in other laws, e.g. the Sexual Offences Act and the Children’s Act have not been included.

 1.       Amend   Section

33 (1) of the TSC Act to read the commission may, take disciplinary action against any person registered as a   teacher under this Act. The procedure is stipulated by the regulations under the Act.

2.  Amend Section 34

(3) (j) of the TSC Act by deleting the phrase “undertake”.

3.  Amend the Third Schedule of TSC Act and TSC (Code of Conduct and Ethics for Teachers) regulations 2015 on disciplinary offences.
Management of Information Section 42 (5) of the Act provides that the right of access to information under Article 35 of the constitution shall be limited to the nature and extent specified under that Section. The constitution already provides for the limits on the right of access of information. Delete Section 42 (5) of the TSC Act.
Appeal of the Decision of TSC The Act does not make provision for appeal. Regulation 151 (1) of the code of regulation for teachers, provides that the discipline process will be administered at the Commission’s headquarters and at the county level, and regulation 156 (1) there is established an ad-hoc Committee of the Commission known as the Teachers Service Review Committee which shall consider and determine reviews arising from the discipline process under regulations. With the proposal that the EAT hear all appeals in the education sector, the Act should provide that appeals of the decision of TSC be made at the EAT. Amend the TSC Act by introducing Section 46A to read

“a person aggrieved by the decision of TSC shall appeal to the EAT as provided for in the “Education Appeals Tribunal Bill.”

 

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2023 KCPE Candidates 2024 Form 1 Placements

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How to check form 1 selection 2024 for 2023 KCPE Candidates.☆☛✅Check form one intake via SMS and online. List of form one selection for all schools in Kenya.

2023 KCPE Candidates 2024 Form 1 Placements

  • To check the secondary school you have been admitted to online, and to download the admission letter; Click here: https://education.go.ke/index.php/online-services/form-one-selection and enter the Index number as per the category of school. Also enter the county and sub-county that the candidate sat for KCPE and follow the instructions.

    Download and print your admission letter and present it to the school where you did your KCPE for endorsement.

    Remember to carry along your passport size photos, and results slip for endorsement at the school too before presentation to the secondary school where you are required to report.

    Secondary School Form One Selection. How to check the school you have been admitted to. Form One intake. List of admission into either National, County & Extra-County schools. www.education.go.ke/ form 1 selection website!

    Or send SMS to 22263.

    Extra county schools are the former high-performing provincial schools.

    Form One Selection 2024 – Secondary School Form One Selection rules and results. Form 1 selection 2024 for 2023 KCPE Pupils.

    2024 Form 1 Selection – Form One Selection Confirmation by SMS & Online

  • Admission letters are posted on the Education ministry website www.education.go.ke.
  • However, parents can check the schools their children have been selected to join by sending an SMS to 22263.
  • You are required to SMS with the candidate’s Index Number to 22263 from any network.
  • To check for admission letters online, log on to www.education.go.ke, select the county and sub-county the candidate sat KCPE then key in your index number and submit.
  • To complete the process, click on the admission letter at the bottom of the page.

    How to check the secondary school (form one selection) you have been admitted to via SMS and online:

  • To check the secondary school you have been admitted to online, and to download the admission letter; Click here: https://education.go.ke/index.php/online-services/form-one-selection and enter the Index number as per the category of school.
  • Also enter the county and sub-county that the candidate sat for KCPE and follow the instructions.
  • To check the secondary school you have been admitted to via SMS, send an SMS with your Index Number to 22263 from any network. Cost of SMS is Kenya Shillings 25!
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Learners receive free face masks in a bid to curb Covid 19 in schools

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

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

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

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

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

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

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

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

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

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

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

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Government to flush out fake graduates from job market

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The Kenya National Qualifications Authority (KNQA) has embarked on flushing out all holders of fake academic certificates and prosecuting them for the offense of uttering a false document.

Dr. Juma Mukhwana, the KNQA Director-General has called for the collaboration of the national government, county governments and other employers to join the fight in weeding out quack graduates in the job market.

“You can imagine that if you have a fake doctor or a fake engineer it means that the lives of the people are in danger,” he said on Saturday.

Speaking during the graduation of 124 Scaffolders on Friday at Africa Oil and Gas Company (AGOL) in Miritini Mombasa, the DG said his certification regulating authority has intensified its fight to make sure only genuine graduates are allowed to work within the country and across borders.

In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.

The education quality regulator boss said foreigners seeking employment in the country and Kenyan students studying abroad will have their academic papers go through a thorough scrutiny when seeking employment in the country to meet the standards set by the government.

Dr. Mukhwana said KNQA has partnered with the Directorate of Criminal Investigations (DCI), Ethics and Anti-Corruption Commission (EACC), Department of Immigration Services and the Independent Electoral and Boundaries Commission (IEBC) to ensure people with fake academic papers are not allowed to use them in the country.

This comes at a time when the Teachers Service Commission (TSC) plans to roll out a fresh mass head count and bio-metric registration of teachers.

The training of the 124 youths was sponsored by AGOL Chairman Mohamed Jaffer who pledged to sponsor the construction of a Technical Education Institute to provide technical skills for the Kenya labour market and across the border.

The AGOL chairman said Africa as a continent has been lacking technical expertise and often has to source expatriates to bridge the gap in the workforce.

See also; TSC teacher promotions, transfers now go online

Jane Muigai the Director of Toolkit is Skills Technical Training Institute underscored the importance of the 124 youth graduates in bringing international best practices in scaffolding to Kenya.

She said that the training will internationalize Kenya’s education in support of African Free Trade.

Scaffolding, also called scaffold or staging, is a temporary structure used to support a work crew and materials to aid in the construction, maintenance and repair of buildings, bridges and all other man-made structures.

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Education CS Julius Ogamba Reinstates Mathematics as a Compulsory Subject

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Education CS Julius Ogamba Reinstates Mathematics as a Compulsory Subject

Education Cabinet Secretary Julius Ogamba has mandated that some form of mathematics be reinstated as a compulsory subject in senior secondary schools.

During the National Conversation on the Competency-Based Curriculum on Thursday, Ogamba disclosed that the ministry has acknowledged the concerns of stakeholders and has concluded that some form of mathematics should be mandated across all pathways.

“The majority of the stakeholders during the CBC dialogue expressed the opinion that mathematics ought to be compulsory in senior school. We have taken your concerns into account, engaged with the Kenya Institute of Curriculum Development (KICD), and have reached a determination that some form of mathematics will be made compulsory for the other two pathways that are not STEM,” Ogamba directed.

According to the CS, under this new directive, students who select the STEM pathway will pursue pure mathematics, whereas the other two pathways will offer a simplified version of mathematics.

“We will have the STEM pathways featuring pure mathematics, and the other two pathways encompassing a form of mathematics so that mathematics is incorporated into all three pathways in senior school,” the CS elucidated.

In contrast to the 8-4-4 curriculum, where mathematics was a compulsory subject, the ministry had previously directed that students in senior school now had the option to forgo the subject based on the pathways they selected.

The ministry delineated the pathways into three: Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM), allowing students who opted for the first two pathways the opportunity to omit mathematics.

However, Ogamba has reversed this decision and directed that these two pathways will include some form of mathematics.

His decision to rescind the previous directive followed developments that sparked intense debates among Kenyans and relevant stakeholders, who contended that this was an unwise decision and posed challenges that could affect Kenya’s workforce and economic sustainability.

The CS assured Kenyans and stakeholders that their perspectives regarding the education system are valued, and the Ministry takes them seriously in an effort to refine the CBC curriculum, which has faced criticism.

“It is a significant aspect that we have heeded the views of Kenyans, and it is an important contribution that has emerged from the stakeholders to demonstrate that stakeholder dialogue is crucial,” Ogamba stated.

Ogamba has urged stakeholders and the broader Kenyan populace to lend their support to this new initiative.

At present, the CS and Principal Secretary Julius Bitok are actively addressing the CBC transition in Kenya. Their emphasis is on ensuring the provision of quality education and addressing challenges such as teacher preparedness, school infrastructure, and public apprehensions regarding CBC implementation.

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You can now get full details on the Elimu Scholarship 2021

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9,000 lucky candidates who sat for the 2020-2021 Kenya Certificate of Primary Education (KCPE) examinations will benefit from the Elimu Form one Scholarships in 2021. This is according to education cabinet secretary Professor George Magoha. He says these scholarships will benefit the needy and vulnerable 2020 KCPE candidates

“As I announced during the release of the KCPE results on April 15, 2020, the Government will award 9,000 scholarships to needy and vulnerable 2020 KCPE candidates, including those from informal settlements and urban slums.” Says CS Magoha.

Magoha says the Ministry of Education has launched the process for all legible candidates.

“I request all the 2020 KCPE candidates wishing to be considered for the Elimu Scholarship Programme to apply through the online portal https://egfdmis.equitybank.co.ke/.” He says.

As was the case last year, the Government has contracted the Equity Group Foundation to assist in the selection process, to ensure it is fair and transparent.

More information will be released on the application and selection process of the scholarshipcan be found here; The Elimu Scholarship Application form and instructions for KCPE 2020-2021 candidates

You may also like; KCB Scholarship Application Form 2021 and KCPE cut-off marks per county

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Breaking Education News

2021 secondary and primary schools revised calendar

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The revised 2021 school calendar will be released within the next 14 days ahead of the full re-opening of schools in January next year, 2021. Learners in Grade 1-3, Class 5-7 and Form 1-3 will know finer details of the calendar after President Uhuru Kenyatta issued an order to the Education Ministry to draft the calendar.

“The gradual and phased reopening of schools that began with the examination classes is being carefully monitored.. The Ministry of Education will within 14 days announce the 2021 academic calendar, with all other classes expected to resume learning in January 2021,” said the Head of State.

The head of state spoke in Parliament as he made the 2020 State of The Nation Address.

He said the Government was closely monitoring schools to ensure learners’ safety is guaranteed.

“The gradual and phased reopening of schools that began with the examination classes is being carefully monitored at all levels so as to ensure that our young Kenyans are safe and secure as they continue preparing for their national examinations.’ Uhuru promised.

He at the same time ordered the Ministry of Education and the Ministry Transport, Infrastructure, Housing and Urban Development to issue a new set of building guidelines for school infrastructure by 1st December, 2020.

“Significant financial resources will be deployed towards the construction of at least 12,500 new classrooms and related school facilities.” He added.

The President said the implementation of the new Competency Based Curriculum is well on course.

“In January 2019, we successfully completed the roll out of CBC in our education sector. As at the end of 2019, we had achieved a text book to pupil ratio of 1:1 for grades 1-3…. We successfully commenced the roll-out of the Competency Based Curriculum, an exercise, which, while not without its challenges, is one that has nevertheless been fully embraced by all stakeholders in the education sector… I assure this distinguished sitting that the journey to replace the 8.4.4 system with the new fit-for-purpose curricula, is well underway, and refinements are being undertaken in the course of implementation” He explained.

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Reopening of schools – Education Ministry issues new school fees guidelines

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Education Cabinet Secretary George Magoha has urged school principals not to send away students for fees but instead negotiate with parents on how to settle fee balances.

He reiterated his earlier assurance that the government would disburse tuition fees to all secondary schools next week and urged principals to retain all students in school irrespective of whether or not they will have cleared their fees.

Related news; 2021/2022 new reduced School Fees structure and guidelines for all secondary schools in Kenya; Education Ministry releases guidelines

Prof. Magoha said this at Barani Secondary School in Malindi town where he presided over the ground-breaking ceremony of three Competence Based Curriculum (CBC) classrooms. He was accompanied by Basic Education Principal Secretary Dr. Julius Juan.

Prof. Magoha urged principals to be considerate as most parents had been affected by the coronavirus pandemic.  “Do not send a Kenyan child home. If the parent comes with Sh4, 000 and the balance is Sh10, 000, take the Sh4, 000 and agree when he is going to bring the Sh10, 000, unless you know where Coronavirus came from and you know when it will end,” he quipped.

The CS’ sentiments give some relief to parents, who have been worried over the frequency of paying school fees following the crash programme in the education sector to compensate for time lost when schools closed for about nine months due to the pandemic. Some parents have lamented that they would not be able to raise third term fees for their children when schools re-open next week.

At the same time, Mr. Magoha asked school administrators to be vigilant and flush out any unruly students before they burn school property, adding that arson in schools was the work of sadists.

“If you identify a small group of students who want to go home, let them go. This nonsense of trying to burn schools because you have not been reading, you have been on drugs and now you want to burn the school so that everybody else suffers is sadistic,” he insisted.

Prof Magoha however asked the principals to identify parents who are unwilling to pay despite being able to and send their children away for the fees. “If you have evidence that the child’s father is a big shot in town but instead of paying fees, they spend most of their time in the bar, by all means send their children home,” he told the principals.

Prof. Magoha said the government would not be deterred by the action of a few unruly students, noting that out of the more than 10,000 secondary schools in the country, only between 50 and 100 had been affected by arson.

“I do not condone indiscipline in my life and I am not about to condone it now. Any child who is bold enough to put fire either in his father’s house or in his own house, or in a public house, that one is a criminal,” he said.

On the construction of the CBC classrooms, Prof. Magoha assured contractors that they would be paid on time to be able to complete phase one earlier than the April 2022 deadline given by the President and start phase two by May 2022.

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A new secondary school opened to admit form ones who missed placement

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The Government has established a new Secondary school to accommodate form ones who missed slots in other schools. The new secondary school opened in Nairobi county by the Ministry of Education will admit any form one who is yet to report to school. This is in a bid to realize the one hundred percent transition policy.

The new school has been established within Riruta Satellite Primary School in Dagoretti Sub County. The school has so far admitted over 20 students. Education Principal Secretary Dr. Belio Kipsang has said the government will provide infrastructural support to the school.

“The government wants to make sure that all children are in school,” Dr. Kipsang said while Speaking at Riruta Satellite Primary School. He added that the government will ensure all learners are in school. He further noted that the Teachers’ Service Commission (TSC) will send a Principal, Deputy and teachers to ensure the students are taught.

Basic Education PS Belio Kipsang while leading a Form One admission mop up exercise in Nairobi where he helped to place more than 40 children in various secondary schools

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

Here are links to the most important news portals:

SCHOOL’S VISION

On Monday January 3, 2020, Basic Education PS Belio Kipsang led a Form One admission mop up exercise in Nairobi where he helped to place more than 40 children in various secondary schools. Education Cabinet Secretary Professor George Magoha has also been leading the mop up exercise. Various Officers have at the same time deployed to all parts of the county to work with multi-agency teams to speed up the national task.

Director General of Education Elyas Abdi addresses students at Rhamu Day in Mandera North County as he monitored the last phase of the 100pc transition to Form One for 2020

Over a million children have joined secondary schools which constitutes 96% of the students who sat for KCPE last year; in 2019.

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All Education Funds and Bursaries to Be Merged for Mandatory Free Basic Education

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All Education Funds and Bursaries to Be Merged for Mandatory Free Basic Education

In a groundbreaking move, Parliament has embarked on a transformative journey to unify all current education bursaries and funding sources, aiming to establish free and compulsory basic education across Kenya.

This initiative follows the introduction of a motion to form a special committee dedicated to crafting a thorough legal and institutional framework that will facilitate the streamlined distribution of educational funds.

The motion, brought forth by Minority Leader Junet Mohamed from Suna East, highlighted the inefficiencies and disarray that currently plague the education funding system.

“Our children are suffering due to the overlap and fragmentation of bursary and scholarship programs scattered across constituencies, counties, and national bodies. This initiative seeks to ensure that educational financing is clear, efficient, and reaches the intended recipients without political or bureaucratic hindrances,” Mohamed emphasized.

The proposed committee will undertake a comprehensive analysis of existing education funds at both national and county levels, pinpointing redundancies, inefficiencies, and gaps in the funding process.

Additionally, it will recommend a governance and operational model for a consolidated National Education Fund and draft legislation to formalize this new framework.

“We must establish a legal and institutional structure that guarantees every Kenyan child access to quality education, irrespective of their economic status. Free and compulsory education should not merely be a constitutional promise; it must be a tangible reality,” Mohamed asserted.

Once approved by the house, the ad-hoc committee will have a broad mandate, including engaging key stakeholders, developing eligibility and distribution criteria, and suggesting accountability measures to ensure the responsible use of funds.

“We are not merely forming another committee; we are laying the groundwork for a more equitable and accountable education financing system that aligns with Vision 2030 and our constitutional duties,” the Suna East representative stated.

Lawmakers have advocated for the merging of all funds and bursaries aimed at supporting underprivileged students to address the evident funding crisis in educational institutions.

The proposed reforms aim to consolidate the Higher Education and Loans Board (HELB) along with all funds, including scholarships and bursaries provided by Governors and legislators at both national and local levels.

The ad-hoc committee is expected to deliver its findings to Parliament within 90 days.

Among the MPs nominated to serve on the committee are Samburu West MP Naisula Lesuuda, Omboko Milemba (Emuhaya), Mary Emaase (Teso South), Stephen Mule (Matungulu), Elijah Njoroge (Gatundu North), Udgoon Siyyad (Wajir), Obara Eve (Kabondo Kasipul), and Titus Khamala (Lurambi).

Others include Charles Onchoke (Bonchari), Clive Gisairo (Kisii), Daniel Kiili (Matuga), Caroline Ngelechei (Elgeyo Marakwet), Reuben Kiborek (Mogotio), Jane Kagiri (Laikipia), Adan Keynan (Eldas), and Amina Mnyazi (Malindi).

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Ministry of Education Edu Afya is a comprehensive medical scheme for all secondary students

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EDU AFYA INFORMATION PACK

The Ministry of Education and the National Hospital Insurance Fund (NHIF) signed a contract on 13th April 2018 to offer a Comprehensive Medical Insurance Cover for learners enrolled in all public secondary schools during their four-year study duration. As a result, the EDUAFYA Medical Scheme was rolled out on 1st May 2018.

WHO IS ELIGIBLE?

  • Any student enrolled in a public secondary school and is fully registered in the National Education Information System (NEMIS) portal.
  • A  public  secondary  school  learner  with  a  valid Unique Personal Identifier (UPI) number generated through the NEMIS database and is registered by NHIF.
  • A learner who is fully identified by their School Principal.

HOW TO REGISTER

  • It is the responsibility of the principal of the school to register all the learners in the NEMIS database and issue them with valid UPI numbers.
  • The process of registering a student with NHIF is automated.
  • Once a UPI number is generated, the system auto-registers the learner with NHIF and issues a unique member number.
  • Individual schools can view their learner’ NHIF numbers through their respective NEMIS portals.
  • Form Four learners shall be removed from the Scheme upon completing their Kenya Certificate of Secondary Education (KCSE) Examination.

ACCESS TO BENEFITS

NEMIS/UPI number OR (in the case where a learner is yet to receive a NEMIS/UPI number, a letter of introduction written by the respective School Principal or the designate.

The letter should contain the following information:

  1. Name of learner / Age / Gender
  2. Name of school
  3. Admission number

The letter should be duly endorsed and signed by the School Principal or the designate.

Form One learners shall start benefiting from the Scheme immediately after they are enrolled in their respective schools (There is no waiting period for access to services for new members).

Nature of Service What is Covered
Out-patient ·      General  Out-patient  Services:  Outpatient  services  are provided by or on the order of a licensed clinician as a general practitioner.

·      Specialized Out-patient Services: Outpatient services are provided by or on the order of a clinician licensed as a specialist or consultant and to whom a member has been referred to by a general practitioner/Primary Care clinician where a member was registered.

·      Routine outpatient services are subject to policy terms and conditions as per the Kenya essential package for health (KEPH).

·      Referral for specialized services, which include the following:

·      Drug and Substance Abuse Rehabilitation Services

·      Renal services and dialysis

·      Specialized radiological diagnostic services

·      Chronic ailment services such as Diabetes and Hypertension, Ultrasound, ECG,

·      Cancer medical care and treatment services, include radiotherapy services, chemotherapy services or surgical intervention subject to NHIF’s preauthorization.
 
INPATIENT Inpatient shall be on a referral basis from the outpatient Health

Care Provider. This cover includes medical and surgical conditions that require admission.

·      It includes the following:

·      Hospital accommodation charges

·      Pre-hospitalization diagnostic services

·      Doctor’s (physician, surgeon & anesthetist) fees.

·      Nursing charges

·      Drugs/medicines,   dressings,   and    internal    surgical appliances.

·      Diagnostic, laboratory, or other medically necessary services

·      Rehabilitation services

·      Operating theatre services

·      Radiological diagnostic e.g., x-ray services, CT scan, MRI, ECG

·      In-patient physiotherapy.

·      KEPI vaccines, tetanus vaccine, Rotavirus vaccine, anti- rabies, and snake venom

 

Daycare surgery surgical procedures that do not require an overnight stay.

 

Dental Cover This benefit caters for outpatient dental procedures, which include, but are not limited to:

·      Extraction

·      Root canal

·      Dental X-ray services

·      Accident-related inpatient dental cases will be covered under the standard inpatient surgical benefits to the full inpatient limit.

 

Exclusions:

The cover does not include the cost of replacement of old dentures, bridges, plates, and orthodontic treatment of cosmetic nature
Optical Cover An optional benefit that caters for expenses related to eye treatment, including the cost of:

·      Consultation

·      Eye testing

·      Prescription for ophthalmic treatment and prescription of eyeglasses

·      Accident-related inpatient optical cases will be covered under the standard inpatient benefits to the full inpatient limit.

 

Exclusions:

 

·      Correction of refractive errors and cost of glasses and frames

·      Laser correction of eyesight, cosmetic antiglare and photochromatic lenses
Emergency Road Rescue Ambulance services for transportation and transfer of a student for treatment from a place of incident or facilities. This is where adequate care is not available to the next available NHIF- declared hospital or medical facility within the territorial limits of Kenya.

 

 

Contacts:

Kenya Red Cross – Toll Free No: 1199

0700 395 395

0738 395 395

 

Emergency Air Rescue Emergency Air Rescue Services will be provided for transportation and transfer of an injured student to an NHIF- declared facility within the territorial limits of Kenya where adequate medical care is available.

 

Contacts:

 

Amref Flying Doctors – 0206 992000

 

0730 811000 | 0709 962000
Overseas Treatment Treatment costs arise from a condition that warrants treatment not available in Kenya. Access is subject to preauthorisation from NHIF and the Director of Medical Services.

 

 

Scope of cover

 

·       Treatment costs

·      Costs of travel and accommodation for the patient and one person accompanying the patient

·      On recommendation by a referring doctor, medical personnel accompanying a patient shall be covered for a period not exceeding two days.
Last Expense NHIF shall, upon the death of a student, pay to the next of kin the amount specified in the limits upon receipt of the following documents:

·       Duly filled claim form;

·       Copy of burial permit; and

·       Copy of birth certificate.
Group Life Cover NHIF shall, upon the death of a student, pay to the next of kin the amount specified in the limits upon receipt of the following documents:

·       Duly filled claim form;

·      Original burial permit;

·      Original death certificate, and

·       Original birth certificate.
Last Expense/ Group Life Cover How to access last expense/group life cover:

 

·      The forms are available at the NEMIS portal or NHIF service outlet

·      The School Principal duly fills and signs part (I) of the form, then the County Director of Education (CDE) fills in and signs the second part (II).

·      The duly filled form is forwarded to the office of the Director of Secondary Education based at the Ministry of Education Headquarters.

 

Group Personal Accident Cover NHIF shall compensate a learner involved in an accident resulting in serious or permanent disability while at school or participating in a school-related activity.

A learner is not entitled to compensation if an accident is caused by deliberate and willful misconduct.

 

 

Requirements: –

 

·      Duly filled claim form;

·      Sick off sheets;

·      Police abstract in case of an accident;

·      Medical reports;

·      Discharge summary; and

·      Copy of birth certificate.

 

FREQUENTLY ASKED QUESTIONS

1.    What happens to learners who transfer schools?

As long as the learner is transferring to another public secondary school, the cover is valid. However, the learner will be exited from the cover if they transfer to a private school.

2.     Can a learner whose parent(s) have other medical insurance covers

benefit from Eduafya?

Yes. All learners in public secondary schools are eligible for Eduafya cover even if their parents have alternative medical insurance.

3.     Does a learner require to use an introduction letter?

One of the requirements to access services is an introduction letter by the School Principal or any other designate.

4.     How do healthcare providers identify learners?

Facilities identify learners using the UPI and a letter of introduction from the School Principal or any other designate.

5.        What happens if a healthcare provider does not have specific

services or drugs required?

The facility will be required to refer a learner to the next facility, which can handle the learner’s condition.

6.      How does a healthcare provider handle a learner without a NEMIS number?

The facility will not turn away a learner who does not have a UPI. However, the facility will contact NHIF to verify the learner’s details to provide services.

7.     Does the cover work during the school holidays?

Yes. The cover is for four (4) years or as long as one remains a public secondary school learner.

8.      How shall a student access services during holidays?

The learner or the guardian shall be required to provide the UPI at the facility if they need to access services during the school holidays.

9.      How do I verify that my UPI is active with NHIF?

This can be done by sending your UPI to 21101 on your mobile phone

  1. Why is my UPI not active when queried by hospitals? It is because your registration by the school in NEMIS is So get in touch with your principal and ask them to complete Step Two of your biodata in NEMIS.

11.    Is one only allowed to access services in the facilities chosen by the school?

During the school holidays, the service is portable. However, identification in facilities far away from school may be challenging if your UPI is not active when queried.

12.          How are the last expense and group life cover claimed?

The next of kin needs to fill in the appropriate claim form, attach all requested documents, and submit them to the Ministry of Education. Failure to attach all documents will result in a delay in the processing of claims.

13.     Is evacuation by air included?

All evacuations are included, although they must seek NHIF’s advice.

14.     Can one be treated in private facilities?

Yes, although treatment in high cost private and Level 5 hospitals is subject to pre-authorisation by NHIF.

15.         Can one student use the UPI number of another student from the same school?

No! This is illegal and fraudulent, and if discovered, punitive action will be taken.

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Senior School Pathways and Careers Guide: Music and Dance

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Senior School Pathways and Careers Guide: Music and Dance

• Professional Musician (Instrumentalist, Vocalist)

• Professional Dancer

• Composer/Arranger

• Music Teacher/Instructor

• Dance Instructor

• Choreographer

• Performing Artist (opera, dance troupes, etc.)

• Music Therapist

• Dance Therapist

• Sound Engineer

• Music Journalist/Critic

• Dance Critic

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Fact Check: Students to still Study Mathematics at Senior School Level or Grade 10- KICD Clarifies

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Fact Check: Students to still Study Mathematics at Senior School Level or Grade 10- KICD Clarifies

The Kenya Institute of Curriculum Development (KICD) has clarified that under the Competency Based Curriculum (CBC), mathematics will not be completely eliminated at the senior school level or Grade 10.

As stated by the agency’s chief executive officer, Charles Ong’ondo, mathematics will be necessary for careers associated with Science, Technology, Engineering, and Mathematics (STEM), business studies, and sports science.

Prof Ong’ondo indicated that this implies most learners at senior school will opt for mathematics because of its importance in their career paths.

Ultimately, he mentioned that the choice to study mathematics in humanities, languages, and literature at senior school relies on individual interests, career ambitions, and aptitude for the subject.

“Some learners might find mathematics difficult or may wish to concentrate on subjects that are more closely aligned with their goals. In such instances, they have the option to prioritize other subjects over mathematics,” the KICD head explained.

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“Although mathematics will be necessary for most careers and promoting interdisciplinary connections, making it mandatory for learners in senior school would undermine the objectives for which the reforms were initiated. It would also contradict the focus of a pre-career stage and the international practices at this level. The principles of CBC will not be fully realized,” he added.

However, he clarified that there are learners whose career aspirations may not necessitate mathematics as a required subject but whose interests and skills align. Such learners will be permitted to select the subject to bridge humanities and social sciences.

This will facilitate the exploration of connections between seemingly unrelated subjects as a means of promoting interdisciplinary studies.

“Choosing mathematics as a selective subject at the pre-career stage is a worldwide practice and is not a new occurrence within the Kenyan context. Senior school is designed to function as a pre-career stage where learners take seven subjects,” he stated.

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