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Breaking Education News

Students must undergo mandatory drug test – Education Ministry orders

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Education Cabinet Secretary (CS) Prof. George Magoha has supported the proposed mandatory drug tests for Maranda High School students ahead of schools reopening next week.

The CS said there was no doubt that some students at the school and across the country were using drugs, which explains the recent wave of unrest in schools. He said the testing is key in identifying errant students so that they are isolated and dealt with to ensure smooth running of the institutions.

Also read; Learners and drug abuse; Steps to be taken if a learner is confirmed to be abusing drugs

Some parents, he said, were too busy to spend time with their children making it difficult for them to discover any unusual behavior in them.

He said the government was treating the issue of school unrest seriously and warned that stern action will be taken against any students found culpable.

Prof Magoha urged parents to spend time with their children, counsel and guide them to ensure they uphold high standards of discipline while in school. “The problem we are facing now starts at home. We have children who are being given everything they ask for at home and when they come to school they expect to get the same treatment,” he said.

He urged teachers to remain vigilant as schools reopen to ensure that the education calendar runs smoothly.

The government, he said, has released capitation funds to schools and asked parents to ensure that all children report to school on Monday.

Prof Magoha was speaking on Thursday at Obwolo Secondary School in Kisumu East Sub-County during the groundbreaking ceremony for Competency Based Curriculum (CBC) classrooms.

Magoha said the government was on course to deliver on the project which targets to construct 10, 000 classrooms for Junior Secondary across the country by April next year.

“In some areas we have been assured that the classrooms shall be ready by the end of February. This will give the President ample time to look for an additional Sh8 billion to construct more classrooms by June 2022,” he said.

Earlier, the CS met National Secondary School heads and urged them to put in more effort to ensure smooth running of the education calendar and national examinations next year.

He said the Government has put in place adequate measures to ensure that the examinations are protected and urged the teachers to ensure that no cases of irregularities are reported.

Breaking Education News

New CBC Timetabling Guidelines & Lessons Allocation for PP1-PP2 & Grade 1 to 10

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The Ministry of Education has released Guidelines for Timetabling and Curriculum Based Establishment in Competency Based Education (CBC) for for PP1-PP2 & Grade 1 to 10

SECTION A

GUIDELINES FOR TIMETABLING

1. Introduction

Developing an effective timetable and daily routine is essential for fostering a productive learning environment where both learners and educators can interact to achieve intended learning outcomes. A well-structured timetable not only ensures that all learning areas are covered comprehensively but also promotes implementation of balanced academic and co-curricular activities. These guidelines outline procedure for developing timetables that optimize utilisation of time, teaching and learning experiences, enhance student engagement, and support the achievement of overall educational goals in institutions of learning.

Timetabling process

  1. Allschools shall establish a time tabling committee comprising of the following,
    1. DeputyHead of the institution – Chair person
    2. Seniorteacher
    3. Teacherrepresentatives from pre-primary, primary, and junior school level
    4. Headsof subject/each learning area
    5. Headsof departments
  2. Thetimetabling committee shall hold planning meetings at the beginning of every term to develop or review the school timetable.
  3. Thetimetable shall be presented to the head of institution for approval
  4. Theapproved timetable shall be displayed in all administrative offices, and notice
  5. Everyteacher shall extract their respective timetable for use in implementing the

2. Time tabling for regular school

  • Timetablingguidelines for pre-primary schools
  1. Thereshall be 5 lessons per day cumulatively adding up to 25 lessons per week inclusive of PPI/Religious programs.
  2. Eachlesson shall be 30
  3. Reportingtime for all pre-primary schools shall be at 8.30
  4. Learnerswho arrive before 30 am shall be guided by the the teacher on free choice activities.
  5. Lessonsin all schools across the country shall start at 00 am and end at 12.00 pm.
  6. Thetime between 8.30am and 9.00 am shall be utilized for health check and roll
  7. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
  8. Thereshall be no double lesson on the
  9. Creativeactivities lessons shall be plotted before a
  10. Twohealth breaks shall be provided where the first break shall be 10 minutes and the second one 20 minutes.
  11. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 1: Lesson distribution per learning area for pre-primary schools

S/no Activity learning area Number of lessons
1 Language activities 5
2 Mathematical activities 5
3 Creative activities 6
4 Environmental activities 5
5 Religious activities 3
Pastoral Programme of Instruction (PPI) /Religious programs 1
Total 25

Source : KICD

Note: See appendix 1 for sample Pre- Primary Time Table

2.2 Timetabling guidelines for Grade 1 to 3

  1. Thereshall be 6 lessons per day and one PPI per week cumulatively adding up to 31 lessons per week.
  2. Eachlesson shall be 30
  3. Reportingtime for grade 1-3 in primary schools shall be at 8.00
  4. Lessonsin all schools across the country shall start at 8.20 am and end at 30pm.
  5. Thetime between 00am and 8.20 am shall be utilized for health check roll call and assembly.
  6. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
  7. Thereshall be no double lesson on the
  8. Creativeactivities lessons shall be plotted before a
  9. Healthbreaks shall be provided after every two lessons where the first break shall be 10 minutes and the second one 30 minutes.
  10. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 2: lesson distribution per learning area for grades 1-3

S/No. Learning Area Number of

Lessons
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
Pastoral Instruction Programme (PPI)/ Religious programs 1
TOTAL 31

Source : KICD

Note: See appendix 2 for sample Time Table for grade 1, 2 and 3

2.3 Timetabling guidelines for Grade 4, 5, and 6

  1. Thereshall be 7 lessons per day and one PPI cumulatively adding up to 35 lessons per
  2. Eachlesson shall be 35
  3. Reportingtime for grade 4, 5 & 6 in primary schools shall be at 8.00
  4. Lessonsin all schools across the country shall start at 8.20 am and end at 35pm.
  5. Thetime between 00am and 8.20 am shall be utilized for health check and roll call and assembly.
  6. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
  7. Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
  8. Thereshall be no double lesson on the
  9. Creativeactivities lessons shall be plotted before a
  10. Healthbreaks shall be provided after every two lessons where the first break shall be 20 minutes, the second one 30 minutes and lunch break.
  11. Plottingof lessons shall be balanced allocating different learning areas for morning and afternoon hours
  12. Non-formalprogrammes shall be plotted on the timetable after the last lesson at 35 pm.
  13. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 3: Lesson distribution per learning area for grades 4, 5 and 6

S/No. Leaning Area Lessons
1. English 5
2. Kiswahili/ Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 3
5. Science & Technology 4
6. Agriculture 4
7. Social Studies 3
8. Creative Arts 6
Pastoral Programme of Instruction (PPI)/religious programs 1
TOTAL 35

Source : KICD

Note: See appendix 3 for sample Time Table for grade 4, 5 and 6

2.4 Timetabling guidelines for grade 7, 8 and 9

  1. Thereshall be 8 lessons per day and one PPI per week cumulatively adding up to 41 lessons per week.
  2. Eachlesson shall be 40
  3. Reportingtime for grade 7, 8 and 9 in junior schools shall be at 00 am.
  4. Lessonsin all schools across the country shall start at 8.20 am and end at 3.20
  5. Thetime between 00 am and 8.20 am shall be utilized for roll call, assembly and or house meetings where applicable.
  6. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
  7. Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
  8. Creativeart and sports lessons shall be plotted before a
  9. Thereshall be only one double lesson for integrated science, creative art and sports, pre- technical studies and Agriculture for practical activities.
  10. Non-formalprogrammes shall be plotted on the timetable after the last lesson at 20 pm.
  11. Healthbreaks shall be provided after every two lessons where the first break shall be 10 minutes, the second one 30 minutes and lunch break of one hour.
  12. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 4: Lesson distribution per learning area for grades 7, 8 and 9

S/No. Learning Area Number of Lessons
1. English 5
2. Kiswahili/Kenya Sign Language (KSL) 4
3. Mathematics 5
4. Religious Education 4
5. Social Studies 4
6. Integrated Science 5
7. Pre-technical Studies 4
8. Agriculture 4
9. Creative Arts and Sports 5
Pastoral Programme of instruction 1
41

Source : KICD

Note: See appendix 4 for sample Time Table for grade 7, 8 and 9

3. Timetabling for special needs Education

  • Timetablingguidelines for foundation level
  1. Thereshall be 4 lessons per day cumulatively adding up to 20 lessons per week including
  2. Eachlesson shall be 30

Note: Learning is individualised for learners with special needs and therefore, time allocation is dependent on completion and mastery of specific tasks. The suggested time of 30 minutes per lesson is a guide.

  1. Reportingtime for foundation level in special schools shall be at 30 am.
  2. Learnerswho arrive before 30 am shall be given free choice activities.
  3. Lessonsin all special schools across the country shall start at 00 am and end at 12.00 noon.
  4. Thetime between 30 am and 9.00 am shall be utilized for health check and roll call.
  5. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
  6. Healthbreaks of 30 minutes shall be provided after every two
  7. PsychomotorActivities shall be plotted before a break
    1. Plotting of  lessons shall adhere to the allocation per learning area as tabulated in table

Table 5: Lesson distribution per learning area in foundation level

S/No. Learning Area Number of lessons
1 Communication and Social Skills 4
2 Activities of Daily Living Skills and Religious Education Activities of Daily Living Skills 4
Religious Education 2
3 Sensory Motor and Creative Activities Sensory Perception 1
Psychomotor Activities 2
Creative Activities 1
Music and Movement 1
4 Orientation and Mobility 2
5 Pre-numeracy Activities 2
Pastoral Programme of Instruction (PPI) 1
Total Lessons Per Week 20

Source : KICD

Note: See appendix 5 for sample Time Table for foundation level

3.2 Timetabling guidelines for intermediate level

  1. Thereshall be 6 lessons per day cumulatively adding up to 30 lessons per week including
  2. Eachlesson shall be 30
  3. Reportingtime for intermediate level schools shall be at 00 am.
  4. Lessonsin all schools across the country shall start at 20 am and end at 12.10 pm.
  5. Thetime between 00am and 8.20 am shall be utilized for health check and roll call.
  6. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
  7. Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
  8. Healthbreaks shall be provided after every two lessons where the first break shall be 20 minutes and the second one 30 minutes.
  9. MovementActivities shall be plotted before a break
  10. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 6: Lesson distribution per learning area for intermediate level

S/No Learning Area Number of lessons
1 Communication and Social Skills 5
2 Daily Living Skills and Religious Education Daily Living Skills 4
Religious education 2
3 Sensory Motor Integration 4
4 Numeracy Activities 3
5 Creative Activities Art and Craft 4
Music 2
6 Movement Activities 5
Pastoral Programme of Instruction (PPI) 1
Total Lessons Per Week 30

Source : KICD

Note: See appendix 6 for sample Time Table for intermediate level

3.3 Timetabling guidelines for pre-vocational level

  1. Thereshall be 8 lessons per day and one PPI cumulatively adding up to 40 lessons per
  2. Eachlesson shall be 40
  3. Reportingtime for pre-vocational level schools shall be at 00 am.
  4. Lessonsin all schools across the country shall start at 8.20 am and end at 3.20
  5. Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
  6. Thereshall be only one double lesson for Pre-vocational skills
  7. Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
  8. Healthbreaks of 30 minutes shall be provided after every two
  9. Non-formalprogrammes shall be plotted on the timetable after the last lesson at 20 pm.
  10. PhysicalEducation shall be plotted before a break
  11. Plottingof lessons shall adhere to the allocation per learning area as tabulated in table

Table 7: Lesson distribution per learning area for pre-vocational level

Sno. Learning Area Number of Lessons
1. Prevocational Skills 18
2. Communication and Functional Literacy Skills 4
3. Daily Living Skills and Nutrition 4
4. Physical Education 5
5. Religious Education (CRE/IRE/HRE) 2
6. Music and Movement 2
7. Social Studies 4
Pastoral Programme of Instruction (PPI) 1
Total 40

Source : KICD

Note: See appendix 7 for sample Time Table for pre-vocational level

NOTES

1. Curriculum

The learning areas to be plotted on the timetable shall be derived from the KICD approved curriculum designs.

2. Daily routine

The basic education regulations 2015 provides reporting time for day schools not be earlier than 7.15 am . 8.00 am to 3.30 pm is class hours and 3.30 pm to 4.45 pm cocurricular activities.

For boarding schools time is 8.am to 3.30 pm is class hours. 3.30 to 4.45 pm cocurricular activities. 5.00 pm to 7.30 pm is elf directed activities. 7.30 pm to 9.30 pm preps. 9.30 pm to 6am is bed time. 6am to 8am supervised routine activities.

3. Health breaks

Each level has been allocated two health breaks in the morning session. The durations of the health breaks for the various levels are different since they are determined by the number of learning areas/subjects per day and the duration of a lesson. The learning institutions should therefore make appropriate arrangements on how to manage health breaks for the different levels.

4. Creative Activities, Creative Activities and Sports/Psychomotor/Movement Activities/Physical Education

These learning areas shall be plotted before a break to allow learners adequate time to prepare for the next lesson

5. Plotting of lessons on the time table

When plotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another. This enhances the learner’s interest and reduces monotony in skill, concept and knowledge acquisition.

6. Exceptions

In areas that experience extreme temperatures, the time table start times and end time can be adjusted so long as the requisite contact hours for learners are maintained.

7. Pastoral programmes of instruction

The PPI lessons shall be handled by a responsible member of a recognized religious faith within the school community and which is legally registered in Kenya.

8. Parental Empowerment and Engagement

Learning institutions should create opportunities for information sharing and involvement of parents/guardians in the implementation of curriculum.

9. Non-formal activities

The timetable committee shall plot specified non-formal programmes after class activities as from 3.20 to 4.45 pm. This may include; games, clubs and societies, guidance and counselling and community service learning,

SECTION B

GUIDELINES FOR CURRICULUM BASED ESTABLISHMENT (CBE)

1.0 Introduction

Curriculum Based Establishment (CBE) is the number of teachers that a school needs for effective curriculum implementation. All schools including preprimary , primary, junior school and special needs school are required to have an approved CBE to ensure standards in curriculum delivery are adhered to.

2.0 Process

The following are the steps that preparation of a CBE takes:

  1. The school applies to Principal Secretary through the Sub County Director of Education (SCDE) for an approved CBE
  2. The Sub CountyQuality Assurance and Standards Officer (SQASO) verifies the learning areas/subjects taught and total number of lessons across all the streams in the school in order to determine the exact number of teachers required
  • TheSub County Quality Assurance and Standards Officer (SCQASO) computes the school CBE and attaches the registration certificate for confirmation of approved number of streams and enrolment.
  1. The SCDE forwards the school request to the PS for approval by the Head – Quality Assurance and Standards.
  2. Uponapproval it is dispatched to CEO Teachers Service Commission (TSC) for provision of teachers and copied to County Director of Education (CDE), SCDE and the Directorate responsible for the respective level and the school.

3.0 Considerations for development of Curriculum Based Establishment

Curriculum Based Establishment considers the following areas:

  1. Learningareas/ subjects that are offered in an institution
  2. Numberof lessons allocated for each learning area / subject
  • Sizeof the institutions, in terms of streams in each class
  1. Numberof administrative positions in an institution
  2. Minimum/maximum number of lessons allocated to each teacher
  3. Shortfallin lesson allocation based on the administrative posts available in an institution N/B- Institutions should regularly review CBE so as to ensure that it is relevant

4.0 Curriculum Based Establishment at various levels

The guidelines provide instructions for determining CBE for Age Based and Stage Based pathways

4.1 Age Based Pathway

  1. CurriculumBased Establishment for Pre-primary

The CBE for pre-primary schools is determined by the total number of classes. There will be one teacher per class. The recommended class size is 25 learners.

2. Curriculum Based Establishment for Primary

The CBE for primary schools is determined by the total number of classes plus one who is the Head of the Institution.

The school shall be staffed with a head teacher, Deputy Head teachers, Senior teachers and teachers depending on the number of streams, number of classes and enrolment as tabulated below. Where the school qualifies to have two deputy head teachers, they will be in charge of academics and administration respectively. The recommended class size is 45 learners.

Establishment of House Teachers (Senior Master) will be based on enrolment of boarders in the school where there shall be one house teacher for every 270 learners where applicable

The head teacher will have a workload of at least 15 lessons Table 1: Curriculum Based Establishment (CBE) for grade 1 – 6

Stream/s Classes Maximum Enrolment CBE Deputy Head Teachers Senior Teachers
1 6 270 7 1 1
2 12 540 13 1 1
3 18 810 19 1 2
4 24 1080 25 2 2
5 30 1350 31 2 2
6 36 1620 37 2 3
7 42 1890 43 2 4
8 48 2160 49 2 4
9 54 2430 55 2 4
10 60 2700 61 2 5

 

3. Curriculum Based Establishment for grade 7, 8 and 9

The CBE for junior school shall be guided by the following:

  1. CBE shall be based on a minimum teaching load of 27 lessons per week for a teacher and maximum class size of 45 learners.
  2. Where there are two Deputy Principals in an institution, one shall be responsible forAcademics and the other  The principal will have a workload of at least 10 lessons and the deputy principals and Senior masters will have a work load of at least 20 lessons per week
  • Establishment of deputy principals and senior masters shall be based on school enrolmentas presented in table 3
  1. Establishment of House Teachers (Senior Master) shall be based on enrolment of boardersin the school where there shall be one house teacher for every 270 learners
  2. Calculation of CBE shall be based on the learning areas/subjects offered in the school and the number of streams.Calculation of CBE for a one streamed school shall be as follows:

Step 1. Determine Teachers required per learning/subject

  1. Thenumber of lessons per learning area/subject is calculated by adding the lessons taught at each grade for example, English Grade 7 =5, Grade 8=5, Grade 9 =5, Total 15 lessons
  2. Ateacher is required to have a workload of 27 lessons
  • To calculate the number of teachers required per learning area/subject, divide the total numberof lessons by 27, therefore teachers required to teach English from grade 7 to 9 will be15/27 = 0.555
  1. Stepiii shall be repeated for all learning areas
  2. Thetotal number of teachers required by the school shall be calculated by adding up the teachers required in all the learning areas
  3. Theabove steps are illustrated in table

Table 2. Lesson allocation per learning/subject area per week and teachers required

Subject/learning area Grade 7 Grade 8 Grade 9 Total Lessons Teachers Required
English 5 5 5 15 0.555
Kiswahili/Kenya Sign Language (KSL) 4 4 4 12 0.444
Mathematics 5 5 5 15 0.555
Religious Education 4 4 4 12 0.444
Social Studies (Including Life Skills) 4 4 4 12 0.444
Integrated Science 5 5 5 15 0.555
Pre-Technical Studies 4 4 4 12 0.444
Agriculture 4 4 4 12 0.444
Creative Arts and Sports 5 5 5 15 0.555
PPI 1 1 1 3 0.111
GRAND TOTAL 41 4 1 41 123 4.551

 

Note: If the number of streams is more than one, multiply the number of lessons per learning area with the number of streams and divide by 27 to get the number of teachers required per learning area/Subject.

Step 2: Determining shortfalls in lesson allocation

Shortfalls in lesson allocation arise as a result of Principals, Deputy Principals and Senior Masters being allocated less than 27 lessons per week due to their administrative duties. The recommended lessons allocation is as follows:

  1. Principal- 10 lessons per week
  2. DeputyPrincipal – 20 lessons per week
  • SeniorMaster – 20 lessons per week

The shortfalls for a one streamed school are calculated as follows:

Principal (27 – 10) x 1 = 17 Lessons
Deputy Principal (27 – 20) x 1 = 7 Lessons
Senior Master (27 – 20) x 1 =  7 Lessons
Total shortfall = 31 lessons

 

Therefore, teachers required for the shortfall are 31/27 = 1.148

Step 3: Determining the total CBE for a one streamed Junior School

C.B.E = Teachers required in Step 1 + Teachers Required in Step 2

= 4.551 + 1.148 = 5.699 = 6 Teachers

Note: If the answer has decimals, it should be rounded off to the next whole number.

Principals, Deputies and Senior Masters Establishment

If the School has more than one stream, the Principals, Deputies and Senior Masters establishment shall be as tabulated in table 3

Table 3. Principals, Deputies and Senior Masters Establishment

 

Stream/s Classes Principal Deputy

Principal/s

 Senior Master/s
1 3 1 1 1
2 6 1 1 2
3 9 1 1 2
4 12 1 1 4
5 15 1 1 4
6 18 1 1 5
7 21 1 1 5
8 24 1 2 6
9 27 1 2 6
10 30 1 2 6
11 33 1 2 7
12 36 1 2 7

 

Note: See appendix 8 for calculated Curriculum Based Establishment for Junior School

4.2 Stage Based Pathway

  1. CurriculumBased Establishment Foundation and Intermediate Level

The CBE for foundation and intermediate levels will be determined by the number of learners, type and severity of disabilities as indicated in table 4.

Table 4. Ratio of teacher to learners

 

S/NO Disability Teacher: learner ratio
1. Severe Autism 1:1
2. Severe Cerebral Palsy 1:1
3. Deaf blindness 1:1
4. Multiple disabilities 1:1
5. Intellectual disabilities (Mild to Moderate) 1:4

 

2. Pre-Vocational Level

The CBE for pre-vocational level will be determined by the number of learners and type of disabilities as indicated in table 5.

Table 5. Ratio of Teacher to Learners

 

S/NO Disability Teacher: learner ratio
1. Autism 1:4
2. Cerebral Palsy 1:4
3. Deaf blindness 1:4
4. Multiple disabilities 1:4
5. Intellectual disabilities (Mild to Moderate) 1:4

 

Appendix 1: Sample timetable for pre-primary level

Time

 

Day

 Before 8:30 8:30 –

9:00

 9:00 – 9:30 9:30 – 10:00 10:00 –

10:10

 10:10 – 10:40 10:40 –

11:00

 11:00 – 11:30 11:30 – 12:00 12.00-

1.00

 After 1.00
Monday Free choice activities Health Check and Roll

Call

 Language Activities Mathematical Activities Health Break Creative Activities Health Break Religious Activities Environmental Activities Lunch Break Rest/quiet activities/home
Tuesday Free choice activities Health Check and

Roll Call

 Mathematical Activities Creative Activities Health Break Language Activities Health Break Environmental Activities Creative Activities Lunch Break Rest/quiet activities/home
Wednesday Free choice activities Health Check and Roll Call Environmental Activities Religious Activities Health Break Creative Activities Health Break Language Activities Mathematical Activities Lunch Break Rest/quiet activities/home
Thursday Free choice activities Health Check and Roll Call Mathematical Activities Language Activities Health Break Creative Activities Health Break Environmental Activities Religious Activities Lunch Break Rest/quiet activities/home
Friday Free choice activities Health Check and Roll Call PPI Creative Activities Health Break Environmental Activities Health Break Language Activities Mathematical Activities Lunch Break Rest/quiet activities/home

 

Appendix 2: Sample timetable for grade 1-3

Time

 

Day

 8:00 – 8:20 8:20 – 8:50 8:50 – 9:20 9:20 – 9:30 9:30 – 10:00 10:00 –

10:30

 10:30 –

11:00

 11:00 – 11:30 11:30 – 12:00 12:30

pm
 

Monday

 Health Check & Roll Call  

Indigenous Language

  

Creative Activities

  

Health Break

  

English Language

  

Mathematical Activities

 Health Break Religious Education Activities  

Environmental Activities

  

Lunch Break
 

Tuesday

 Health Check & Roll Call  

Kiswahili Language

  

Mathematical Activities

 Health Break  

English Language

  

Creative Activities

 Health Break  

Indigenous Language

  

Creative Activities

  

Lunch Break
 

Wednesday

 Health Check & Roll Call  

English Language

 Religious Education Activities Health Break  

Mathematical Activities

  

Creative Activities

 Health Break  

Kiswahili Language

  

Environmental Activities

  

Lunch Break
 

Thursday

 Health Check & Roll Call  

Mathematical Activities

  

Creative Activities

 Health Break  

Environmental Activities

  

Kiswahili Language

 Health Break  

English Language

  

Creative Activities

  

Lunch Break
 

Friday

  

PPI

  

English Language

  

Environmental Activities

 Health Break  

Kiswahili Language

  

Creative Activities

 Health Break  

Mathematical Activities

 Religious Education Activities  

Lunch Break

 

Appendix 3: Sample timetable for grade 4, 5 and 6

 

Time

Day

 8:00 –

8:20

 8:20 – 8:55 8:55 – 9:30 9:30 –

9:50

 9:50 –

10:25

 10:25 –

11:00

 11:00

– 11:30

 11:30 –

12:05

 12:05 –

12:40

 12:40 –

2:00

 2:00 – 2:35 2:35 – 4.00
 

 

Monday

 Assembl y, Health Check & Roll Call  

 

English

  

Mathemati cs

  

Health Break

  

Social Studies

  

Creative Arts

  

Health Break

  

Science & Tech

  

Kiswahili/K SL

  

Lunch Break

  

Religious Ed

  

Non-formal Programs
 

 

Tuesday

 Assembl y, Health Check & Roll Call  

Kiswahili/K SL

  

Creative Arts

  

Health Break

  

Science & Tech

  

 

English

  

Health Break

  

Mathemati cs

  

Creative Arts

  

Lunch Break

  

 

Agriculture

  

Non-formal Programs
 

Wednesda y

 Assembl y, Health Check & Roll Call  

Mathematic s

  

 

English

  

Health Break

  

Agricultur e

  

Kiswahili/K SL

  

Health Break

  

Creative Arts

  

Religious Ed

  

Lunch Break

  

Social Studies

  

Non-formal Programs
 

 

Thursday

 Assembl y, Health Check & Roll Call  

 

English

  

Mathemati cs

  

Health Break

  

Social Studies

  

Science & Tech

  

Health Break

  

Kiswahili/K SL

  

 

Agriculture

  

Lunch Break

  

Creative Arts

  

Non-formal Programs
 

 

Friday

 Assembl y, Health Check & Roll Call  

 

PPI

  

 

English

  

Health Break

  

Mathema tics

  

Creative Arts

  

Health Break

  

Religious Ed

  

Science & Tech

  

Lunch Break

  

 

Agriculture

  

Non-formal programs

 

Appendix 4 Sample timetable for grade 7, 8 and 9

Time

Day

  

8:00 – 8:20

 8:20 –

9:00

 9:00 –

9:40

 9:40

– 9:50

 9:50 –

10:30

 10:30 –

11:10

 11:1

0 –

11:4

0

 11:40 –

12:20

 12:20 –

1:00

 1:00

– 2:00

 2:00 –

2:40

 2:40 –

3:20

 3:20 –

4:45
 

Monday

 Roll Call/Asse mbly  

English

 Mathemat ics Heal th Brea

k

 Integrate d Science Integrate d Science Heal th Brea

k

 Religious Education Kiswahili/ KSL Lun ch Brea

k

 Agricultu re Social Studies Non- formal Progra

ms
 

Tuesday

 Roll Call/Asse mbly  

Agriculture

  

Social Studies

 Heal th

Brea k

 Creative Arts/Sport s Creative Arts/Sport s Heal th

Brea k

  

Mathemati cs

  

English

 Lun ch

Brea k

 Pre- technica l Studies  

Kiswahili/ KSL

 Non- formal

Progra ms
Wednes day Roll Call/Asse mbly Kiswahili/ KSL Integrate d Science Heal th Brea k  

English

 Mathemat ics Heal th Brea k Religious Education Creative Arts/Sport s Lun ch Brea k Social studies Pre- technical Studies Non- formal Progra ms
Thursda y Roll Call/Asse mbly Integrated Science Social Studies Heal th

Brea k

 Mathemat ics Religious Education Heal th

Brea k

  

Agriculture

  

Agriculture

 Lun ch

Brea k

 Creative Arts/Spo rts  

English

 Non- formal

Progra ms
 

Friday

  

PPI

  

Religious Education

  

Integrate d Science

 Heal th

Brea k

  

English

  

Mathemat ics

 Heal th

Brea k

  

Kiswahili/ KSL

 Creative Arts/Sport s Lun ch

Brea k

 Pre- technica l Studies Pre- technical Studies Non- formal

Progra ms

 

Appendix 5 Sample timetable for foundation level

 

Time

Day

 8:00 –

8:30

 8:30 –

9:00

 9:00 – 9:30 9:30 – 10:00 10:00 –

10:30

 10:30 – 11:00 11:00 –

11:30

 11:30 –

12:00
 

Monday

 Free choice activities Health Check and Roll

Call

 Communication and Social Skills Activities of Daily Living  

Break

 Sensory Perception Pre- numeracy Activities Lunch Break
 

Tuesday

 Free choice activities Health Check

and Roll Call

 Religious Education Activities of Daily Living  

Break

 Orientation and Mobility Psychomotor Activities Lunch Break
 

Wednesday

 Free choice activities Health Check

and Roll Call

 Pre-numeracy Activities Music and Movement  

Break

 Communication and Social Skills Creative Activities Lunch Break
 

Thursday

 Free choice activities Health Check and Roll

Call

 Communication and Social Skills Psychomotor Activities  

Break

 Activities of Daily Living Orientation and Mobility Lunch Break
 

Friday

 Free choice activities Health Check and Roll Call  

PPI

 Activities of Daily Living  

Break

 Communication and Social Skills Religious Education Lunch Break

 

Appendix 6 Sample timetable for intermediate level

 

Time

Day

 8:00 –

8:20

 8:20 – 8:50 8:50 – 9:20 9:20 –

9:40

 9:40 – 10:10 10:10 –

10:40

 10:40

– 11:10

 11:10 – 11:40 11:40 – 12:10 12.10-

1.10pm
 

Monday

 Assembly Health Check and Roll

Call

 Communication and Social Skills  

Numeracy Activities

  

Break

  

Sensory Motor Integration

  

Movement Activities

  

Break

  

Daily Living Skills

  

Art and Craft

 Lunch Break
 

 

Tuesday

 Assembly Health Check and Roll Call  

 

Numeracy Activities

  

 

Movement Activities

  

 

Break

  

 

Religious Education

  

 

Art and Craft

  

 

Break

  

 

Music

  

Communication and Social Skills

 Lunch Break
 

 

Wednesday

 Assembly Health Check and Roll Call  

 

Sensory Motor Integration

  

Communication and Social Skills

  

 

Break

  

 

Numeracy Activities

  

 

Movement Activities

  

 

Break

  

 

Art and Craft

  

 

Daily Living Skills

 Lunch Break
 

 

Thursday

 Assembly Health Check and Roll Call  

 

Daily Living Skills

  

 

Religious Education

  

 

Break

  

 

Music

  

Sensory Motor Integration

  

 

Break

  

Communication and Social Skills

  

 

Movement Activities

 Lunch Break
 

 

Friday

 Assembly Health Check and Roll Call  

 

PPI

  

 

Movement Activities

  

 

Break

  

Communication and Social Skills

  

Daily Living Skills

  

 

Break

  

 

Sensory Motor Integration

  

 

Art and Craft

 Lunch Break

 

Appendix 7 Sample timetable for pre-vocational level

 

Time

Day

  

8:20-9:00

  

9:00-9:40

 9:40-

9:50

 9:50-

10:30

  

10:30-11:10

 11:10

– 11:40

 11:40-

12:20

  

12:20-1:00

 1:00-

2:00

  

2:00-2:40

  

2:40-3:20

  

3:20-4:00
 

 

Monday

 Communic ation and Functional Literacy Skills  

Prevocation al Skills

  

 

Break

  

Prevocat ional Skills

  

Music and Movement

  

 

Break

  

Daily Living Skills and Nutrition

  

Physical Education

  

Lunch Break

  

Prevocati onal Skills

  

Social Studies

 Non- formal Programm es
 

Tuesday

 Daily Living Skills and Nutrition  

Prevocation al Skills

  

Break

 Prevocat ional Skills  

Physical Education

  

Break

  

Social Studies

  

Prevocational Skills

  

Lunch Break

  

Prevocati onal Skills

  

Religious Education

 Non- formal Programm es
 

Wednesda y

  

Social Studies

  

Prevocation al Skills

  

 

Break

  

Prevocat ional Skills

  

Daily Living Skills and Nutrition

  

 

Break

  

Prevocation al Skills

  

Physical Education

  

Lunch Break

  

Prevocati onal Skills

 Communicat ion and Functional Literacy Skills Non- formal Programm es
 

 

Thursday

 Communic ation and Functional Literacy Skills  

Prevocation al Skills

  

 

Break

  

Prevocat ional Skills

  

Physical Education

  

 

Break

  

Religious Education

  

Music and Movement

  

Lunch Break

  

Prevocati onal Skills

  

Social Studies

 Non- formal Programm es
 

 

Friday

  

 

PPI

  

Prevocation al Skills

  

 

Break

  

Prevocat ional Skills

  

Physical Education

  

 

Break

 Communica tion and Functional Literacy

Skills

  

Daily Living Skills and Nutrition

  

Lunch Break

  

Prevocati onal Skills

  

Prevocation al Skills

 Non- formal Programm es

 

Appendix 8: Calculated Curriculum Based Establishment for 1 – 12 streams for Junior School

 

Stream/s Classes Maximum Enrolment Number of lessons CBE Deputy Principal/s Senior Master/s

/HODs
1 3 135 123 6 1 1
2 6 270 246 11 1 2
3 9 405 369 16 1 2
4 12 540 492 21 1 4
5 15 675 615 25 1 4
6 18 810 738 30 1 5
7 21 945 861 35 1 5
8 24 1080 984 40 2 6
9 27 1215 1107 44 2 6
10 30 1250 1230 49 2 6
11 33 1485 1353 54 2 7
12 36 1620 1476 58 2 7

 

Breaking Education News

Education Ministry Reveals Number Of Completed CBC Classes

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Education Cabinet Secretary (CS) Prof. George Magoha has revealed that 572 CBC classrooms have been completed and ready for commissioning.

Speaking after commissioning a completed CBC classroom at Aldina Visram Secondary School in Mombasa County, Magoha said out of 6,470 classrooms to be constructed in the first phase of the project, only 98 projects were pending.

He hailed the national government officers for excellent work in the implementation of the Presidential directive and encouraged them to continue with the same spirit to ensure the CBC classrooms project is completed within the stipulated timelines.

While directing immediate payments of the money owed to local contractors, the CS added that the government has prudently utilized the funds budgeted for the CBC classrooms project.

“We have reduced the price of each classroom, from Sh 1.26 million to Sh 788,000 including taxes and if we are at 56 per cent completion rate that tells you something. Kenya is not a poor country and we shall get value for our money. We should not be afraid, if it is done in the best interest of the citizen,” he added.

Magoha singled out Coast, North East, Nyanza and Eastern region’s ministries of education and Interior and national coordination officers of sterling performances in the implementation of CBC classrooms.

“I want to thank my officers in the field for great work. In terms of ranking, there are four regional directors of education whom I wish to name and that is not to say others are not working. May I continue to encourage ourselves to do our work,” he added.

On the national examinations, the CS said Kenya Certificate of Primary Education (KCPE) examination is ready to be administered next month.

He assured candidates and parents that the government has placed elaborate measures to ensure registered candidates sit for the final primary school examinations without any hitches.

Magoha said he has directed Kenya National Examination Council (KNEC) to ensure candidates in far flung schools sit their examinations within their schools without relocating them to far examination centers.

“I want to assure remote counties not to worry. We have instructed KNEC to ensure that far flung school children will be allowed to sit examinations in their own interests. Nobody should allow children to trek 5 or 10 kilometers to sit for examinations,” he added.

Magoha further assured the country that the examinations will be administered without cases of irregularities, saying his ministry has secured the integrity and credibility of the examination papers printed in the United Kingdom.

He further added that the examination centers have been consolidated and security deployed to secure them and warned teachers against being syndicated in the examinations irregularities.

“The government has ensured that there is no leakage of examinations. The only integrity issue will be when some few teachers open the examination papers when removing them from containers. I don’t know what is on those papers,” added Magoha.

Breaking Education News

All public boarding primary and secondary schools to purchase rice from the government- Education Ministry orders

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The Ministry of Education has ordered all schools to buy rice from the Kenya National Trading Corporation, KNTC. This is in line with a directive by President Uhuru Kenyatta on 14th January, 2020. In the directive the President ordered that the Kenya National Trading Corporation should purchase all the excess rice from Kano Plains and Mwea for onward selling to Disciplined forces, Prisons Services and public schools.

Via a circular dated 8 October, 2020, Principal Secretary Dr. Belio Kipsang says all schools should comply with the Government policy of Buy Kenya Build Kenya as provided for in Section 155 of the Public Procurement and Asset Disposal Act of 2015.

“In fulfillment of this Policy, it is brought to your attention that all public primary and secondary boarding schools are advised to comply with the Buy Kenya, Build Kenya as provided by Law by purchasing their rice for consumption from the Kenya National Trading Corporation,” says Dr. Kipsang.

Schools are set to reopen next week; after a long closure as a result of the outbreak of covid19 in the country. Most schools had to dispose their food stuffs to avert loses.

Kipsang says the quality of the rice is fit for consumption by learners.

“The Kenya National Trading Corporation has given its assurances that rice is available to Government procuring entities from KNTC Depots in Nairobi, Kisumu, Eldoret, Wote, Meru, Nakuru, Kitale and Karatina. Additionally, the Corporation is able to service several institutional orders as other orders are being processed.” He assures.

The price per a 50kg bag ranges between Sh5,200 to Sh8,250; depending on its quality.

HERE ARE THE RICE PRICES.

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Breaking Education News

Roles and Responsibilities of the Directorate of Quality Assurance and Standards in MoE and TSC

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Roles and Responsibilities of the Directorate of Quality Assurance and Standards in MoE and TSC

MoE TSC
1.      Ensure Standards and Maintain Quality in Institutions of Basic Education and, to the following functions;

(a)        Establish, maintain and improve institution-based quality assurance;

(b)        Promote standardisation in basic education and training;

(c)        Ensure standards in the development of curriculum;

(d)        Carry out standards assessment

(e)        Initiate Audit of accounts

(f)          Carry out research

2.      Administer Policies and Guidelines set for Basic Education. In addition, the following are the accompanying functions:

(c)        Enforce guidelines, rules and regulations.

(d)        Recommend temporary suspension of operations of institutions

(e)        Certification of professional/academic documents.

(f)          Prescribe staffing norms (CBE)

(g)        Publishing an approved list of Institutions

(h)        Advising the Cabinet Secretary on quality

(i)          Make recommendations to the appropriate authorities

3.      Supervise and Oversee Curriculum Implementation and Delivery to the following functions:

(a)        Oversee the vetting of books and other curriculum support materials and maintain a list of approved instructional materials;

(b)        Vet expatriate and volunteer teachers, individuals, groups, and organisations wishing to visit and work with Basic Education and training institutions.

 1.      Ensure compliance with professional and ethical standards among institution heads and all teachers in the teaching service;

2.      Ensure institution heads and teachers adhere to the values and principles of Public Service and promote the Teachers Service Commission’s image and core values;

3.      Maintain and enforce teacher registration in all educational institutions;

4.      Monitor the performance of heads of institutions and teachers and supervise teacher appraisal;

5.      Carry out routine, advisory, and investigative standards assessments about teacher performance and compile appropriate reports;

6.      Initiate, coordinate, and conduct capacity building courses for teachers for effective and quality teaching;

7.      Coordinate quality assurance programmes in the Counties;

8.      Continuously support teachers to comply with standards as specified in TSC Act, the Code of Regulations for Teachers, Basic Education Act, KICD Act, KNEC Act and any other relevant legislation;

9.      Ensure compliance with teaching standards by preparation and use of professional teaching resources;

10.   Analyse national examinations and continuous assessment results and propose appropriate interventions and supervise the implementation of recommendations from evaluation reports;
MoE TSC
4.      Monitor the Conduct of Assessments and Examinations in Institutions of Basic Education for the following functions –

Ensure standards in curriculum evaluation;

Monitor the conduct of national examinations;

(a)        Externally assess teacher education final teaching practice

(b)        Monitor the application of standards in developing and administering continuous assessment tools for Basic Education and training.

5.      Monitor and evaluate the standards and quality in Basic Education to:

(a)        Continuous monitoring of all programmes;

(b)        Provide timely feedback for decision- making purposes;

(c)        Monitor, assess and review policies on standards

(d)        Collect, examine, and publish information related to Quality and Standards

(e)        Coordinate the management of the DQAS data and statistics;

 11.     Liaise with the County Director of Education and other stakeholders on matters relating to the quality of education in the County;

12.     Perform any other duties assigned by the County Director.

 

Breaking Education News

𝐆𝐫𝐚𝐝𝐞 𝟏𝟎 𝐒𝐞𝐧𝐢𝐨𝐫 𝐒𝐜𝐡𝐨𝐨𝐥 𝐬𝐭𝐮𝐝𝐞𝐧𝐭𝐬 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐩𝐥𝐚𝐜𝐞𝐝 𝐢𝐧 𝐭𝐡𝐞𝐢𝐫 𝐩𝐫𝐞𝐟𝐞𝐫𝐫𝐞𝐝 𝐩𝐚𝐭𝐡𝐰𝐚𝐲𝐬

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𝐆𝐫𝐚𝐝𝐞 𝟏𝟎 𝐒𝐞𝐧𝐢𝐨𝐫 𝐒𝐜𝐡𝐨𝐨𝐥 𝐬𝐭𝐮𝐝𝐞𝐧𝐭𝐬 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐩𝐥𝐚𝐜𝐞𝐝 𝐢𝐧 𝐭𝐡𝐞𝐢𝐫 𝐩𝐫𝐞𝐟𝐞𝐫𝐫𝐞𝐝 𝐩𝐚𝐭𝐡𝐰𝐚𝐲𝐬

The Ministry of Education is putting in place proper guidelines that will ensure grade 10 students who are transitioned into senior schools in the year 2026 are placed in their preferred pathways.

Basic Education PS Dr. Belio Kipsang said the grade nine students who are currently in grade eight in Junior Schools will be required to select their areas of specialisation when they reach grade nine from the three pathways, namely, Science, Technology, Engineering, and Mathematics (STEM) and the Arts and Sports discipline courses.

“The ministry will from next year run several simulations before the new placement method is adopted in 2026,” he stated.

The PS, who was speaking in Dagoretti South Sub-County on Thursday after opening the Kenya Certificate of Secondary Examination (KCSE) examination container for distribution to schools, noted that all senior schools will offer STEM courses.

He commended the multi-agency team who have been overseeing the on-going National Kenya Certificate of Secondary Examination exercise for four weeks, noting that their good work has greatly contributed to the successful administration of this year’s examination.

Breaking Education News

Tana Delta Records Highest Teenage Pregnancy Cases; See Causes

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Tana River County Director of Education James Nyagah has expressed concern over rampant early pregnancy cases of school girls that have been recorded in Tana Delta Sub County blaming it on boda boda riders and matatu touts.

Speaking at Marifano Secondary School over the weekend during the handing over of a school bus that was donated by President Uhuru Kenyatta to the school, Mr.Nyagah cautioned students against indiscipline and urged them to work hard in their studies.

The director said Tana Delta Sub County has recorded 22 early pregnancies in secondary schools and 21 cases in primary schools this year.

He lamented “young school girls are being lured and misled by boda boda riders and “manambas’ with free rides to school and money hence, resulting into pregnancies and school drop-outs of school girls in the area”.

Nyagah called on parents, teachers and students to team up and work together in order to curb the cases of early pregnancies and indiscipline in schools so that they improve performance.

Speaking during the same function, Garsen MP Ali Wario Guyo thanked the President for the donation and called on the students to work hard in their studies in order to produce good results in the coming Kenya Certificate of Secondary Examination.

Mr. Guyo appealed to the Ministry of Education to turn the Marifano Day Secondary school into a boarding school to reduce cases of students’ indiscipline and poor examination results.

He also called on the school principal not to send home students with fee balances saying the area National Government Constituency Development Fund would pay for the students.

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Breaking Education News

Big Boost For Schools As Government Sets Up Sports Academies Across Counties

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Sports and Arts Principal Secretary (PS) Jonathan Mueke has revealed plans by the ministry to set up sports academies in all major stadiums across the country.

Speaking at Wang’uru Stadium in Mwea, Kirinyaga during an inspection tour of stadiums in the Central Region Belt which are under construction, Mueke said the facility was 99 percent complete and they were only working on the final touches, before officially handing it over to the local people through the county government.

The 15,000-capacity stadium hosted the 2021 Mashujaa Day celebrations, before it was closed for further improvements.

The PS added that the government was keen to deliver a quality and high standard facility to the people of Kirinyaga by the end of this year.

Accompanied by Sports Kenya staff who run sporting facilities in the country, Mueke said Talanta Hela program by Kenya Kwanza government, which seeks to develop and monetize talents across the country will rely on stadiums as hardware.

The PS had earlier on visited Kirigiti Stadium, Kiambu where Phase I is complete and constructors are at the final stages of Phase II. The stadium has football, volleyball, netball, and basketball pitches.

He further noted after consultations, the contractor at Karatu stadium in Gatundu South has agreed to return to the site to continue with the works.

Mueke said with establishment of sports academies across the country, the ministry will be sending scouts to search for talents.

“Once we build sports academies inside our stadiums, we will be sending scouts from Kasarani to search for talents countrywide. Monetizing talents is part job creation and source of livelihood,” said the PS.

Kirinyaga County Deputy Governor David Githanda who was present said the community is eager to have an international standard stadium.

Githanda said the county had already registered 200 football teams from the ward level to participate in the Governor’s Cup this year and the stadium will play an integral part in the tournament.

The deputy governor also said that the county will partner with the ministry in construction of modern stalls in the stadium, which can be used for business activities as sporting activities goes on.

“The PS has agreed to work with us on various issues raised by the teams and the neighboring community,” Githanda said.

He reiterated that sporting activities will keep youth busy, hence reducing criminal activities.

Area Member of Parliament Mary Maingi said once the stadium is opened, more people within and outside Kirinyaga will be visiting Mwea region, which will improve business activities especially on rice sales.

Breaking Education News

Motivate teachers if you want better performances, schools and education stakeholders told

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Education stakeholders have been urged to motivate teachers especially those from public schools in an effort to improve performance of their institutions.

Ahadi Kenya Trust Director Dr. Stanley Kamau has observed that in most cases motivation is directed to learners forgetting the welfare of teachers.

Speaking when he visited his former primary school, Karung’e in Mathioya sub county, Kamau observed that teachers face challenges like other workers, thus the need to be encouraged and motivated so as to post better results in their schools.

The anti-jigger campaigner was rewarding teachers of his former school after they helped the institution post great improvement in 2020 KCPE.

“Motivation most of the time comes to students forgetting that teachers also need encouragement so that they can go an extra mile in teaching their learners well,” he added.

Kamau who was accompanied by Mathioya MP Peter Kimari also challenged the government to improve infrastructure especially of schools in rural areas.

“Some schools lack basic infrastructure like toilets and classrooms. Money directed to support rehabilitation of classrooms need to be utilized prudently and allow teachers and their learners to operate in a conducive environment.’

“Schools which usually excel in national examinations have better working environments so it’s a challenge to education stakeholders to ensure institutions within their areas of jurisdiction operate in better buildings,” added Kamau

The philanthropist said through his charity organization will continue supporting teachers from various schools within Murang’a county with the aim of motivating them.

During the Saturday occasion, all teachers from the school were gifted as well as learners who sat for their KCPE this year.

On his part, MP Kimari noted the National Government Constituency Development Fund (NG-CDF) is currently funding rehabilitation of schools within the constituency.

Kimari observed that a big part of the money channeled to CDF goes to the education sector saying in some schools, they have constructed new buildings to help in ensuring learners operate in better houses.

“With the money we get as NG-CDF we have constructed new dining halls, classrooms and also rehabilitated old buildings in some schools. Soon we will embark on a programme to motivate teachers as we target to improve education standards in Mathioya Sub County,” he added.

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Teacher Training: Current TTC Entry Requirements

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Current TTC Entry Requirements

Here are the current minimum requirements for Teacher Training Colleges, TTCs:

Teacher Education Programme Minimum Entry Requirements Course Duration
Diploma in Early Childhood Teacher Education (DECTE) C (plain) in KCSE or C- (minus) for learners with Disabilities and Special Needs. 3 years
Diploma in Primary Teacher Education (DPTE) C (plain) in KCSE and C (plain) in the cluster subjects – English, Kiswahili, Mathematics, Humanities and Sciences or C- (minus) for learners with Disabilities and Special Needs. 3 years
Diploma in Secondary Teacher Education (DSTE) C+ (plus) in the KCSE examination and a C+ (plus) in two teaching subjects offered at the Secondary school level or C- (minus) with C+ (Plus) in two teaching subjects for learners with Disabilities and Special Needs. 3 years
Diploma in Special Needs Education (DSNTE) C (plain) in the KCSE examination OR C- (minus) for learners with Disabilities and Special Needs. 3 years
Diploma in Technical Teacher Education (DTTE) C+ (plus) in the KCSE examination or equivalent at Senior School; they must also have C+ (plus) in a related STEM subject offered at the Secondary school level or C- (minus) for learners with Disabilities and Special Needs.

A candidate with a recognised certificate in a technical subject area from a recognised college shall be considered for Diploma training in the same subject area. They will be required to take foundational courses in numeracy and literacy.

  

 

3 years
Bachelor of Education (Science) C+ (plus) and C+ (plus) in 2 teaching subjects. C (plain) in English and C (plain) in Mathematics 4 Years
Bachelor of Education (Arts) C+ (plus) and C+ (plus) in 2 teaching subjects. C (plain) in English and D+ (plus) in Mathematics 4 Years

 

                      Recommendations on Teacher Education and Management

Here are the final recommendations by the Presidential Working Party on Education Reforms:

  1. The MoE to develop guidelines on how all teachers who graduated before 2023 undergo a mandatory one-year retooling and upgrading programme for compliance with the curriculum
  2. The minimum entry grades for Pre-service TE programmes be as follows:
    • DECTE and DPTE – C (Plain) in KCSE or its equivalent in SS:
    • DSTE – C (plain) in KCSE or its equivalent in SS with C (Plus) in teaching subjects,
    • DSNTE – C (Plain) in KCSE or its equivalent in SS; and
    • DTTE – C (Plain) in KCSE or its equivalent in SS with C+ in related STEM teaching

In each case, all applicants with disability will be admitted with a mean grade of C- (Minus) in all diploma programmes and all other conditions will apply. Further, A candidate with a recognised certificate in a technical subject area from a recognised college shall be considered for Diploma training in the same subject area.

  1. The Schools/Faculties of Education in Universities should develop comprehensive Faculty Staff retooling programmes in preparation for CBTE at the University Admission requirements for the B.Ed degree shall continue to be determined by the Universities’ Senates.
  2. Establish Kenya Teacher Training College (KeTTC) to administer all Pre-service teacher training colleges (TTCs) as campuses. Further, develop a framework to ensure optimal utilisation and sharing of
  3. MoE to establish a Kenya School of Teacher and Education Management (KeSTEM) as a corporate body to coordinate all In-service programmes for institutional leaders and education officers. Additionally, KeSTEM will offer CPD for teachers utilising facilities of Kenya Teacher Training Colleges (KeTTC).
  4. TSC to offer all education graduates an opportunity to undertake a mandatory one-year internship programme upon completion of Pre-service The internship should be a structured and coordinated programme, which includes Teacher Induction, Mentorship and Coaching (TIMEC).
  5. TSC in consultation with MoE to harmonise teacher management guidelines on deployment, promotion of teachers and institutional administrators and teacher
  6. MoE, TSC and the COG to review the existing policies and guidelines on Pre- Primary teacher deployment and institutional administration. This should ensure collaborative management of teacher registration and recruitment, deployment and transfer, promotion and standardised remuneration, as well as performance monitoring and welfare of all Pre-Primary teachers. SRC to be consulted in the implementation of a collaborative framework on harmonised remuneration of Pre-Primary School
  7. Deployment and remuneration of teachers in Pre-Primary, SNE and hard-to-staff areas should be prioritised under the staff establishment and rationalisation
  8. Ensure the current students pursuing Bachelor of Education Programmes graduating from 2023 onwards are adequately trained in CBE. All Universities offering TE should ensure their programmes are aligned with CBTE and CBTA. The minimum duration for a Bachelor of Education degree in Teacher Education is four years (3 years for professional courses and 1 year for practicum).
Breaking Education News

2021 form one placement results (How to change school selected to join)

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The 2021 form one placement results have been announced. The 2020 Kenya Certificate of Primary Education (KCPE) candidates, who may not be pleased with the secondary school they have been selected to join, can now apply for readmission at their preferred schools.

It is important to note that the process of requesting for change of form one placement is done purely online.

HOW TO CHANGE FORM ONE PLACEMENT IN 2021

In order to apply for change of form one placement, follow the easy steps below;

  • The parent or guardian should place a request at the school of interest; where he/ she wants the kid to be transferred to.  The school will then shortlist and merit all students in the waiting (request) list and make a decision on those they will like to absorb; depending on the available (unfilled) vacancies.
  • The school through the National Education Management System, NEMIS -http://nemis.education.go.ke/, shall enter the details of the selected candidates from their waiting list and request the Ministry to capture them in the new school.
  • Approval to the schools’ requests shall be granted at different levels depending on the Category of the school. Approval for National, Extra County and County schools will be granted by the Ministry’s Head Office, Regional Coordinators and County Directors of Education, respectively.
  • Once the approval has been granted, the learner will then be moved from the selection list of the first school to the latest (new) school.
  • The parent/ guardian will then go online and print the admission letter for the new school.

“Change of placement is not reversible and caution must be taken to avoid being placed in schools not desired,” warns the Ministry.

Also see; School Term dates/ calendar for 2020 to 2023.

Related news; Form one intake 2021 (How to get selection results quickly, online joining instructions, reporting date)- Simplified guide

When a school has made a decision to offer a place to a student, the school will proceed to enter the details of the student.

For National and Extra County schools, the same has to be approved while for county, sub county and private, the system accepts automatically.

Please note that the application for change in form one admission is subject to availability of vacancy in the desired school.

HOW SCHOOLS CAN REQUEST FOR EXTRA VACANCIES

Where the capacity of a school has improved due to development of additional facilities in the year, a principal must request for placement of additional students and approval in NEMIS.

See also;

2021 Form One Selection Results through SMS

 How to download 2021 form one admission letters online.

Form one selection results and admission letters 2021 (Check admission results and letter)

How to receive 2021 Form One Selection Results via SMS Code 22263 (See selection criteria and how to download admission letters)

2021 Form One Selection Portal; Get selection results and download your admission letter

How to download Form one 2021 admission letters for National schools, Extra County Schools, County schools in kenya, Form one selection results

You may also like;

How to admit 2021 Form Ones through the NEMIS system: Ministry of Education

How to complete the new students and 2021/2022 form ones’ admission process by updating their Bio data on NEMIS

2021 Form one selection criteria, results and admission letters; County schools

How to download Form one 2021 admission letters for National schools, Extra County Schools, County schools in kenya, Form one selection results

2021 Form one selection criteria, results and admission letters; Extra County schools

2021 Form one selection results and admission letters; National schools

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Final Recommendations on TVET and Universities Fees, Scholarships, Loans and Funding by the Presidential Working Committee on Education

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Funding TVET and Universities in Kenya has continued to experience challenges over time. TVET sub-sector has grown exponentially both in the number of institutions and enrolment. This phenomenon is witnessed in many other parts of the world, including the developed world. Governments are giving attention to TVET because it provides opportunities for youths to acquire skills for employment and entrepreneurship.

The rapidly changing technologies and dynamics of the labour market require that TVET link with industries to update skills and training equipment. Hence the need for adequate funding in TVET.

Since the adoption of DUC and the cessation of module II programmes, public Universities have faced unprecedented financial challenges, which have affected University education. Funding from the National Treasury has not matched the cost of University education, University expansion, and rising student enrolment. This, coupled with the failure of the Government to fully implement the DUC and limited internally generated revenue, has plunged Universities into a financial crisis.

In addition, weaknesses in the governance of public Universities compounded the problem. In light of the projected increase in enrolment, having a sustainable financing framework for Universities is essential.

The Government has been implementing a policy on massifying Universities towards establishing a University in each county. Consequently, there has been a rapid expansion of the number of Universities without regard to the financial implications. Thus, many newly established Universities lack the basic infrastructure to facilitate teaching and research, thereby threatening the quality of University education. Moreover, the lack of a model for capital development has resulted in dilapidated infrastructure in most public Universities and TVETs; indeed, some high schools have better infrastructure than many Universities.

Funding for research is neglected, especially because there are no sufficient funds. What is available is also not disbursed in a manner to have an impact on the national agenda. Further, there are many research institutions in different sectors, and all of them get a budget allocation. Thus, there is duplication of functions and even double budget allocation in some instances.

Recommendations on Financing of Tertiary Education

  1. Government to implement the Variable Scholarship and Loan Funding (VSLF) Model to replace the Differentiated Unit Cost Model (Appendix 10.2). The Model combines scholarships and loans and is appropriate for different categories of students: Vulnerable, extremely needy, needy, and less needy

Scholarships and loans will be distributed to four distinct categories of Universities/TVETs/TTCs students as shown below:

Student category Scholarships (%) Loans (%) Household (%)
Vulnerable 82 18 0
Extremely Needy 70 30 0
Needy 53 40 7
Less Needy 38 55 7

 

Note:
  • Funding based on the actual cost of the program in a University and TVETs;
  • An average of 61% of the University and 58% in TVET of the cost of the programme shall be a Government Scholarship;
  • An average of 36% for the University and 32% in TVET of the cost of the programme shall be Government Loan;
  • An average of 7% for the University and 10% in TVET of the cost of the programme shall be household
  1. Government to provide for conditional grants for `VTCs, ring-fence the amount for the
  2. MoE to provide a minimum essential package to facilitate operations of the new public Tertiary
  3. Salaries and Remuneration Commission (SRC) to review the Job Evaluation and grading structure for University academic staff, taking into account comparative skills and remuneration in the
  4. Government to incentivise Universities and TVETs to improve performance in research and innovations by:
    • In order to spur STIs and other strategic social and economic sectors, the Government to implement 2% of the statutory provisions provided in Science and Technology Innovation Act,
    • Developing a framework for engagement of Universities and TVET in consultancies in government ministries, including criteria for affirmative action to promote such
    • Government to provide research funds to support post-graduate training through the National Research
  1. MoE to develop and implement a performance-based formula for capital infrastructure development for Universities and
  2. Universities should rationalise senior administrative positions (e.g., DVCs, Registrars, Directors, Deans and Departmental Heads) as cost containment measures, and review and strengthen their internal financial management systems to make them
  3. Universities and TVET institutions should strengthen a framework for internal mechanisms of resource mobilization.
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MINISTRY OF EDUCATION OFFICIAL CONTACTS

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Ministry Of Education

State Department of Vocational and Technical Training
P.O BOX 9583-00200
Nairobi,Kenya
Jogoo House B,Harambee Avenue
Tel: +254-020-3318581
Fax: +254-020-251991
Email:dte.moe2017@gmail.com		 State Department of Early Learning and Basic Education
P.O Box 30040-00100
Nairobi, Kenya
Jogoo House B, Harambee Avenue
Tel: +254-020-3318581
Fax: +254-020-20214287
Email: info@education.go.ke
Directorate of Technical Education 
24th Floor, Teleposta Towers,
Nairobi,
Tel: 2242392		 Directorate of Higher Education
26th floor, Teleposta Towers,
Nairobi,
Tel: 2217210/1/2/4/6/9
Directorate of Research Management and Development
Utalii House,
Tel: 2219420 ,2218655, 310571		 National Commission for Science Technology and Innovation
Tel: 2219420,2241349,310571/2218655

Complains/corruption or complements

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Over 600 classrooms to be constructed in the Coastal Region To Accommodate Junior Secondary

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The government will construct over 600 new classrooms in coast region ahead of transition of learners from primary to junior secondary schools.

Coast Regional Director of Education Adan Roble confirmed that all the six counties will benefit from the new classrooms to support the primary to secondary school transition in the Competence Based Curriculum (CBC).

According to Roble, Kilifi County will get the lion share of the new classrooms (209) followed by Kwale (130), Taita Taveta (107), Mombasa (106), Tana River (33) and Lamu (32).

“The new classrooms will be constructed in 342 selected schools which is about 79 per cent of the total secondary schools in the region,” said the education officer.

Speaking to KNA in Mombasa, Roble said the Ministry recently conducted a sensitization programme for stakeholders before inviting tenders for the construction of classrooms.

He said in order to improve economic growth at the grassroots, local contractors will be given preference in the awarding of tenders. Some 11,600 classrooms are set to be constructed countywide.

At the same time, Roble said six cases of arson have been reported in at least six schools within Kilifi, Kwale and Taita Taveta Counties.

He said a recent meeting with parents and other stakeholders attributed the burning of dormitories to lack of activities, fear of exams, congestion, sneaking of mobile phones, boda boda stages outside learning institutions and kiosks which are suspected to be selling drugs to students.

Several public secondary schools have been burnt in various parts of the country with a number of students linked to the incidents arrested and arraigned in courts.

Breaking Education News

School Reopened After Peace Was Restored

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The government has beefed up security and reopened schools along the volatile Malaso belt in Samburu West Sub County, on the Samburu-Baringo border, as schools reopen for the second term.

Addressing the press today outside his office in Maralal town after chairing a security meeting, Samburu County Commissioner (CC) Henry Wafula confirmed that normalcy and calm has been restored in the area following a multi-agency security operation to flush out bandits and cattle rustlers.

Wafula said that Pura Primary School, which was closed down in 2021 after perennial banditry and cattle rustling, has been reopened, and 71 pupils and their teachers have already reported.

“Pura Primary School is a peace model institution that was constructed for both the Samburu and Pokot children but was closed down in 2021 due to insecurity. Now that peace has returned, learning is ongoing.” He said.

The CC noted that four trained National Police Reservists (NPR) have been posted to the school to ensure the safety of the pupils and teachers in case of any incidence.

At the same time, Wafula urged all residents of Poro, Pura, Loroki, Loosuk, Longewan, and all the way to Suguta Marmar to return to their farms and continue farming.

“The Malaso belt is very fertile, and it’s the bread basket of Samburu County. I assure residents of their security as they go about their farming activities,” he added.

The Commissioner also directed all chiefs and their assistants, together with NPRs, to move from house to house, urging parents to return their children to school.