This is how to check online and download the Form one Selection 2022 and intake placement results of the secondary schools, the 2021 KCPE Candidates have been selected to join. You can also get an inquiry of Form 1, May 2022 intake, via SMS and online.

March 28 2022: During the release of the KCPE Results 2021 at Mitihani house, Education CS George Mahoga announced that Form one selection for 2022 will be finalized in two weeks’ time and the portal will be opened for parents and form one entrants to view the secondary schools they have been placed.

The Education CS Prof. George Magoha has announced that the Form One Selection of the Secondary Schools that the 2021 KCPE candidates will join has begun.

Form One Selection for all categories of schools from the national schools, extra-county schools, county schools, and sub-county schools was done from May 2022.

1,171,265 have been placed in secondary schools out of 1,179,192 candidates who sat for the 2020 KCPE Examination. This was after excluding candidates from refugee camps, over age candidates and inmates.

National schools will admit 36,254 students, 17,406 being girls and 18,848 boys. Special needs schools will admit 1,827 students.

Extra County schools will admit 201,077 students, County schools will admit 213,591 students and Sub-county schools will admit 718,516 students.

Early Childhood and Development Education teachers in Nyeri have a reason to celebrate after the county announced enhanced pay perks that will see the over 800 teachers receive a salary increase of between Sh11,000 and Sh22,000.

Speaking when he met with teachers at the Nyeri Cultural Centre, Nyeri governor, Mutahi Kahiga, said that the teachers would start receiving their enhanced pay at the end of the month.

According to the county boss, the increase comes after the successful development of a Scheme of Service by the Council of Governors and the approval of the new salaries by the Salaries and Remuneration Commission.

“When I was the chairman of the Education Committee at CoG, I worked hard for you to get a Scheme of Service which is applicable to all the 47 counties so that an ECDE teacher in Turkana and the one in Nyeri are equal. The Scheme of Service not only provides you with better salaries but it also provides you with a clear path for career progression,” Kahiga told the teachers.

Last year, the county promoted 816 ECDE teachers who were previously working on contract to permanent and pensionable terms.

According to the Scheme of Service, the 177 ECDE teachers in Job Group ‘F’ who were previously receiving a gross monthly pay of Sh13,983 will now pocket Sh25,220 which is an increase of Sh11,237.

The 536 ECDE teachers in Job Group ‘G’ will now be taking home Sh31,550 per month up from the Sh15,424 that they were previously receiving. Teachers in Job Group ‘H’ received Sh 19,000 increase and will now take home Sh34,750 while those in Job Group ‘K’ which is the highest cadre, will now take home Sh52,833 which is a Sh22,000 increase from the Sh30,227 gross pay that they were previously receiving.

“The pay will be backdated to July this year,” stated Kahiga adding that the teachers had been elevated to the County Public Service Board standards meaning that like other county government staff, the ECDE teachers will now be receiving promotions and pay rise in line with the County Public Service Board regulations.

The governor further reiterated his commitment to improve the standards of the over 400 ECDE centres in the county. He said that the county had already delivered 150 tables and a similar number of modern chairs for ECDE teachers and plans were still ongoing to deliver the remaining 650 in a move that is meant to ensure that the teachers were working in a conducive environment. He at the same time challenged the teachers to support the county government by delivering results.

“We have journeyed together with you from elevating you from committing from contract to permanent to pensionable employment. As a county government we have also committed to supporting the ECDE centres by providing learning materials and equipment for you and the learners. You should now reciprocate by ensuring you give the best to these children,” said Kahiga.

The government has allocated Sh749 million to support research and innovation in the current financial year.

Education Cabinet Secretary (CS) Ezekiel Machogu said funds were meant to spur research, science, technology, and innovation in institutions of higher learning and other national research institutes.

The CS made the remarks in a speech read on his behalf by the Higher Education and Research PS Dr. Beatrice Inyangala during the official opening ceremony of the Murang’a University International Conference,

Machogu said the government aims to seek solutions to the innumerable challenges facing the nation and the world at large through research and innovation.

“The significance of science, technology, and Innovation for the social and economic growth of any nation cannot be gainsaid,” he said.

The 3-day event, under the theme, of leveraging on Science, Technology, and Innovation for Economic Transformation, offers a platform for scholars in this nation and their international counterparts to engage in the necessary networking, communication, and knowledge exchange across a range of fields.

“The theme of this conference perfectly captures the government’s vision 2030, which seeks to make Kenya an industrialized middle-income nation that will guarantee a high standard of living and a secure environment for all its citizens,” he said.

The CS said recently industrialized nations like Brazil, China, Malaysia and Singapore, attribute their success to significant investments in research and innovation.

“This is a clear indication that for any government to develop and reduce poverty, investment in research and innovation must play an essential role geared towards economic turnaround and inclusive growth,” he said.

Machogu further said local universities must, therefore, stand up and be counted as key players in the supply of both the human capital and tools necessary for the application of research findings, innovations, and discoveries to bring about the much-needed development to improve human welfare.

On his part, the University’s Vice Chancellor Prof. Dickson Nyariki said that substantial investments have been made to nurture an environment, where students and the university’s faculty can explore new frontiers of research and innovation.

“Every year, we sponsor vetted innovations and research for development and we showcase in various platforms,” said Nyariki, adding that encouragingly, these investments have borne fruit, with numerous innovative projects on the verge of formalization.

The VC said that Innovation is a dynamic process, and technology is at its core and that participants will be brought up to speed on the latest innovative ventures in their areas of interest.

“We have prepared this conference to offer a comprehensive view of the latest technological advancements,” he said, adding that the event will provide a platform for knowledge sharing on topical issues, such as big data, artificial Intelligence (AI), climate change, and many others.

The VC further said that the conference represents a clarion call for collective reflection on harnessing the potency of research and innovation to shape a more equitable, sustainable and prosperous Kenya and the world.

Globally, the TVET sector is regulated by a central body. However, in Kenya, several bodies in various Ministries, Departments and Agencies (MDAs) created by Acts of Parliament regulate TVET. This has contributed to a multiplicity of standards and qualifications as well as overlaps in the mandate, which render it difficult to regulate the quality of training effectively.

The Governance of Universities is marked by several contradictions, overlaps and ambiguities. The implementation of the Universities Act has revealed these challenges, as evidenced by the numerous legal challenges in Courts. The appointment of key governance organs has either been delayed or contested due to these legal loopholes and obstacles. In addition, while the regulation of Universities in Kenya is principally made by the Commission for University Education, several other bodies also have legal accredited programmes within Universities, especially those registered by professional bodies. This has caused duplication of roles. Despite court rulings and advisory by the Attorney General to ensure coherence by clarifying that CUE has the sole responsibility, these duplications persist, leading to inefficiency.

In Kenya, the research focus is divided between research in Universities and outside Universities. Therefore, there is a need for more comprehensive and strengthened research governance in Kenya to improve its outputs and contribution to the national agenda.

Despite the TVET sector playing a critical role in national development, the institutions established under TVETA Act have suffered legislative challenges, including the non-operationalising of some and past attempts to merge or disband others. There is also a duplication of mandates between TVET CDACC and KICD on curriculum development and KNEC on assessment. The other legislative challenge relates to the overlaps between the TVET Act and the Industrial Training Act; and the lack of linkages in the regulation and governance of VTCs and TVCs.

On funding, the existence of three funding agencies, HELB, UFB and TVETF, has led to duplication and inefficiency. These entities support the same stakeholders. Merging the three agencies has important advantages. One, it will enhance accountability in funding students and degree programmes discussed above. It will indeed ensure enhanced funding for students. Two, it will harmonise the operations of the three agencies and enable them to deliver a ‘funding mandate’ as one.

Merging the three institutions will reduce duplication of efforts and indeed curb the wastage of resources that attends to inefficiencies where mandates and functions overlap. The proposed merger will certainly reduce operating costs for running three different agencies. The merger will also lead to evidence-based decision-making in funding higher education, with each agency contributing its experience and evidence to a coordinated process.

The inclusion of KUCCPs within the same legislative framework as the merged entities will ensure that there is greater coherence in the implementation of the new funding model in the higher education sector and, secondly, remove the current legislative incoherence where KUCCPs are supposed to support both TVET and Universities sub-sectors but is anchored in the law for Universities only with no reference in the TVET Act.

Recommendations on Laws Governing Tertiary Education

1. Amend the TVET Act as follows:
   • Section 7 (a) by deleting the words “and coordinate;”
   • Section 7 (d) by deleting the word “determine” and replace with “promote”;
   • Delete Section 8 (1) (d);
   • Section 26 (1)(b) and (d); by deleting the words “up to” and replacing them with the words “Diploma and” to ensure Artisan Certificates are offered only at
   • Delete Section 26 (1) (c);
   • Amend Section 29 by deleting paragraph (l) and replacing with a substantive provision providing for the establishment of the Intergovernmental Technical Trainers Service Council to employ, transfer, promote and remunerate all technical trainers except those employed by TSC to teach in Basic
   • To establish the Kenya School of TVET and provide for its decentralization to
   • Delete Section 28 (1) (a).
2. Delete Section 4 (d) (viii) of the KICD Act and Section 10 (1) (a) of the KNEC Act to transfer the curriculum and assessment functions to TVET
3. Repeal the Industrial Training Act and merge the National Industrial Training Authority (NITA) with TVET
4. Transfer the training levy function from NITA to the proposed amalgamated funding body e. Tertiary Education Placement and Funding Board.
5. Amend the Universities Act as follows:
   • Section 2 to include definition of “Specialised Degree Awarding Institutions”.
   • Section 20 (1) (e) (ii) to delete the word diploma and delete Section 20 (e)

(iii) to restrict Universities from offering certificates and ordinary diplomas.

• Section 25 (2) by adding the words “or was previously” to enable former National Polytechnics to qualify to become Technical Include a transitional clause to enable the re-charting of the Technical University of Kenya (TUK) and Technical University of Mombasa (TUM) under this provision.
• Delete Section 26 providing for the establishment of a University in every
• The Second Schedule to provide for the process of identification of Chancellors through a selection Panel constituted by Cabinet Secretary to recommend three nominees, one of whom will be considered for appointment by the
• Section 35 (1) (a) (v) to exclude the PSC from the process of appointment and provide for competitive recruitment by council who will submit three names to the Cabinet Secretary for appointment of a Vice Chancellor, Deputy Vice Chancellors and Principals and Deputy Principals of Constituent
• Section 36 (1) (d) to delete the phrase “through an open process in such a manner as may be prescribed in guidelines issued by the Cabinet Secretary”
• Insert Section 36(1B) to read “in the case of appointment of council members, the Cabinet Secretary shall constitute a selection panel to identify and make recommendations to the Cabinet Secretary on qualified and suitable persons for consideration and appointment as Chairperson and Council Members in line with Section 36 (3) of the
• Section 36 (2) to reduce the minimum qualification of chairperson of council from a doctorate degree holder to a master’s degree holder with at least 10 years experience in management
• Section 38 (4) to include the requirement that the Chancellor must be a holder of an earned PhD and have had a distinguished career in public or private
• Insert a new Section on Merger, Conversion and Amalgamation of
• Second Schedule to replace PSC with the

6. To remove overlap in accreditation of academic programmes in Universities and to comply with court judgement prohibiting professional bodies from charging levies and engaging in accreditation of programmes in Universities. Amend the following laws:
   • Section 7 (1) (i) (m) of the Engineers Act 2011, 3 of 2012;
   • Section 5 (1) and 5(2) (a) — (e) of the Medical Laboratory Technicians and Technologists Act, 253a;
   • Section 8 (1) (a) and 8 (4) of the Legal Education Act, 27 of 2012;

• Section 13 (1) of the Advocates Act;
• Section 6(1), 7(1) and 7(2) (a) of the Veterinary Surgeons and Veterinary Para-Professionals Act 29 of 2011;
• Section 6 (d) of the Nutritionists and Dieticians Act 18 of 2007;
• Section 4 (1) (b) (c) and (f) of the Medical Practitioners and Dentists Act 253; and
• Section 4 (g) of the Media Act, 411B.

7. Section 12 (3) of the STI Act to exclude Universities from paying license research
8. Amend Section 33 of the STI Act to provide for a framework for distributing the 2% of the Research Fund to the TVETs, Universities and Research
9. Undertake a more comprehensive review of legislation on Intellectual Property & Innovation
10. Develop a comprehensive legislation governing research governance in the country and establishing and establishing a National Research Council (NRC) with a director general and under the coordination of the office of the President. The Act should also provide for directors responsible for specific
11. To provide for the amalgamation of all tertiary funding bodies:
    • Repeal the HELB Act;
    • Delete the Part VII (KUCCPS) and VIII (UFB) of the Universities Act and Part IX (TVETFB) of the TVET Act;
    • Develop the Tertiary Education Placement and Funding Bill (Attachment 4 in Appendix 11.1) establishing the Tertiary Education Placement and Funding Board with KUCCPS, HELB, UFB and TVETFB as directorates. This will create a strong agency to fund students at the tertiary level of education and to ensure coherence between funding and placement; and
    • Transfer the training levies functions from the ITA Act and the Tourism Act to the proposed Tertiary Education Placement and Funding

More than 7.2 million pupils in Kenya have benefited from a World Bank-funded education initiative aimed at improving early grade mathematics competencies.

The Global Partnership for Education (GPE) project dubbed Kenya Primary Education Development (PRIED) which kicked off in 2015 and ended November this year has registered satisfactory improvement of mathematics performance of learners in over 20, 000 public schools nationwide.

A further 40, 000 teachers were taught new methodologies of early grade mathematics instruction through improved in-service training and regular pedagogical supervision and support.

According to World Bank Education Specialist Annette Kihura, the project funded to a tune of USD 88.4 million (Sh9.7 billion) has seen increased learning outcomes for Grade One to Grade Three learners who now pride on mastery skills of content and teacher engagement through distribution of over 10 million competency-based curriculum books to them.

Kihura who spoke to KNA during the closure of a two-day joint support mission assessment of schools within Baringo Central and Baringo North sub-counties noted that there is a very big improvement of learners tackling numeracy education compared to seven years ago when the project was started.

“There are adequate text books for the lessons as well as teachers’ resources which has seen a sharp rise in pupils’ performance,” she said.

The education specialist noted that when Covid-19 pandemic struck, the project adapted use of technology to ensure continuity of learning by the children.

She said the project in collaboration with other partners like UNICEF supported in school electricity connectivity where they use digital electronic devices in preparing and delivering of lessons due to the new normal.

PRIED Project Coordinator in charge of Early Grade Mathematics Component Hellen Boruett while highlighting the project’s success said 80 per cent of pupils in early grade countrywide are now able to score the recommended 50 per cent and above in mathematics subject.

She lauded Baringo which was amongst counties with low basic competency levels for turning things around to achieve a 23.6 per cent improvement in mathematics in the early grades and currently enjoys 90.1 per cent ratings.

Boruett stated that part of the contributing factor is the fact that pupils now enjoy a 1:1 textbook ratio to complement their studies and their teachers too have been provided with sufficient guide books for teaching the early stage learners.

She added that the project has also considered special needs children who can now access learning materials and assistive tools for their development.

Kiboino Primary School Head Teacher Kenneth Terer said books distributed to them are in line with the demands of the learners since they have been streamlined in a sequential manner where the teacher is able to gauge the progress and the pupil’s ability.

“As the child progresses in academics, the books come in handy in assisting them to tackle more complex tasks and also prepare them from the lower level to the highest level,” he said during a visit by the team to the school.

Curriculum Support Officer (CSO) for Salawa Division Monicah Kandie revealed that they have also benefited from the program and are better informed on their line of duty.

Kandie said that they are able to team up with teachers in implementing teaching content as per the education curriculum.

Chief Principal, Moi Teachers Training College in Seretunin Lorraine Mugoya expressed her happiness that her students have immensely benefited from the project which seeks to upscale their capacity with methodologies which is crucial in handling the young primary school learners.

She noted that the institution has gotten good results in mathematics and sciences last year whereby it emerged position one overall since the teacher trainees have developed a good attitude towards mathematics thanks to the project.

Mathematics tutor at the teacher’s college, Hosea Komen, while reiterating the sentiments by the principal said the methods used in the project help learners to internalize some mathematical tasks they are taught.

He said that the teacher support through school based teachers programme has complemented CBC since teachers collaborate and communicate more and allows them to be innovative and critical thinkers at their work.

Baringo County Director of Education Mwasaro Mwashegwa lauded the PRIED project saying it has benefited institutions that had lagged behind since they are now picking up and moving to be at par with others.

Mwashegwa requested for more of such programs to be initiated and extended to cover other subjects in order to improve the general performance of learners.