Education Cabinet Secretary Prof. George Magoha has issued a strong warning to parents and the public over discussions on school reopening and fees; saying the safety of learners is of paramount importance. The CS said schools will remain closed till June 4 and that the Government will review the situation before advising the public of the next step regarding the start of second term.
“The children should enjoy their holidays and the schools shall remain closed effective 4th of this month to 4th of next month (June, 2020),” he said.
But, the CS was quick to point out that they will not rush into reopening of the schools saying such a decision will involve a number of stake holders.
“So, if and when we are going to make the pronouncements to either shift the calendar or open schools, we shall wait for the appropriate time, which has not arrived. That opportunity will come as we together look at what government is doing” he explained.
National Examinations and the school calendar
On the 2020 KCSE and KCPE examinations, Prof. Magoha was categorical that the government has not decided to post-pone the tests yet.
“Even up to this point, the government has not decided to postpone the national examinations,” Magoha said.
Embakasi East MP, Babu Owino: “As the secretary general of kenya young parlimentarians, the cabinet secretary education Professor George Albert Magoha Omori must submit in my office those exam papers (KCPE and KCSE) in advance so that i can verify if they have tested what has not been taught.”
He wondered why parents were haggling about school fees at a point when the Country is grappling with the covid-19 pandemic.
“It is also very disturbing to hear the parents and the public only discussing about school opening and haggling about fees. It is important to remember that this is a medical crisis, not an economic crisis. The economic aspect is on the side and we must control the medical crisis first,” a physically agitated Magoha said.
Magoha warned Kenyans to be wary of the corona virus saying it is too early to celebrate on the successes of keeping the virus at bay. The CS took an opportunity to school Kenyans hon how masks should be worn.
He further said that the government will treat every child as equal and that ‘every child will be given content that he (/she) did not have’. His pronunciation on schools’ reopening date has effectively put a stop to academies that have been issuing second term school fee notes to parents and guardians.
The CS was speaking during the daily briefing session by the government on the status of the covid-19 pandemic in the country.
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In an innovative shift that’s poised to transform the educational landscape, Senior School will officially commence in January 2026, representing a crucial change for the inaugural Grade 9 group. This awaited modification indicates the subsequent phase in the nation’s curriculum overhaul and is expected to bring significant changes for students, educators, and parents.
The declaration, made by educational authorities earlier this month, verifies that Grade 9 students will be the first to encounter the newly organized Senior School phase, a progression that has been developing for years. This alteration represents not only a notable achievement for students but also an essential advancement in aligning the educational framework with international benchmarks and skills required for the 21st century.
With the new framework, pupils entering Senior School will have access to more specialized educational paths designed to align with their strengths and career aspirations. Whether they are pursuing STEM, humanities, the arts, or vocational training, students will now have more independence and support to delve into their interests.
Nonetheless, the transition presents its own set of challenges. Educational institutions nationwide are racing against the clock to ensure that infrastructure, teacher preparation, and curriculum materials are adequately equipped to address the needs of this upcoming chapter. Parents are also being encouraged to actively participate in their children’s decisions, as choices made at this juncture could influence future educational and career paths.
With only a few months remaining, both excitement and apprehension are climbing. However, one fact is certain: January 2026 will usher in a daring, new chapter for education.
The Ministry of Education has today stated that a total of 150,000 form ones are yet to report to secondary school. This is despite the fact that the January 24, 2020 reporting deadline has elapsed. According the Ministry only 80 percent of the learners who sat for the 2019 KCPE examination have reported to their schools of choice. The Ministry now says it will launch a mop up campaign to find the missing learners and ensure 100 percent transition.
Here is an excerpt of a presser from the Education Cabinet Secretary Prof George Magoha;
“Reporting dates for all Form One students were between 13th January, 2020 and 24th January, 2020. By 12pm today, 852,000 learners (80 per cent) of the 1,075,000 candidates who sat KCPE in 2019 had reported to secondary schools countrywide.
Reports from all parts of the country indicate that large numbers of students have flocked to various schools ahead of today’s 5pm reporting deadline.
We therefore expect the figures to rise to the peak by the end of today when we compile final figures.
Although these are commendable admission levels, it is projected that we could still have about 150,000 candidates who may not beat the deadline of reporting. These will include candidates of private schools and those who reported to schools that they had not been selected to, thereby missing out on the NEMIS data capture.
I am happy that some counties have already hit the 100 per cent mark as I will outline
shortly. Some schools have also registered 100 percent transition, induding the State
House Girls (where we are), which has registered all the candidates who were selected to join the institution, including a class of 95 day scholars.
Some of the reasons for the low transition in these counties include:
Repetitions- some children opted to repeat Class 8
Some learners opted to join TVET institutions
Early marriages and teenage pregnancies
To ensure we achieve the 100 per cent transition rates, the Government will, from tomorrow (Saturday January 25, 2020) start a countrywide mop up campaign to trace all candidates who are yet to report to schools. I have consulted with the Ministry of Interior and Coordination of National Government and Teachers Service Commission and resolved to engage jointly in the mop up campaign. We have directed our field officers to comb all their regions to find the candidates who are yet to report to schools and ensure that they are enrolled in the schools they were placed in.
Candidates at the sub-county levels should report to day schools nearest to them. During this period, Principals and Head Teachers should enhance support services to help young mothers selected to their schools to enrol, focus on learning and minimize distractive practices. All education officials in all counties should map out the 2019 KCPE candidates from their regions and make special arrangements for them to join Form One.
During this mop up exercise, and to address socio-cultural barriers to secondary education, national administrative arms will work with county and sub-county education
officials to ensure that no child is locked out of secondary education for any reason. Over the period, Ministry officials will file accurate daily returns on the status of reporting to schools until we attain the 100% transition.
It is the constitutional right of every Kenyan child to acquire free and compulsory basic
education. The Ministry will generate lists of unreported students per Sub County for
purposes of tracking them and ensuring that they are admitted accordingly. The head
teachers of respective schools where the students sat the KCPE are therefore called upon to make available all the vital information to aid the process of ensuring that all students enroll in secondary schools.”
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Only Murang’a, Nyeri, Nairobi, Vihiga and Tharaka Nithi counties surpassed the 100% transition mark. Worst hit (with low transition rates) are Kilifi, West Pokot, Samburu, Marsabit and Tana River.
The CS has, in the past few days, led a door to door campaign to actualize the 100 percent initiative. Here is a collation of the images showing the efforts by the CS (Images/ Courtesy):
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Education Cabinet Secretary Prof. George Magoha has ordered for reopening of universities and colleges across the country. Through a press statement, the CS said the institutions of higher learning will have a phased reopening with effect from Monday, 5th October, 2020.
Here is the full press statement from the CS;
REOPENING OF UNIVERSITIES & TERTIARY INSTITUTIONS
Pursuant to the Presidential Directive issued during the Twelfth (12th) Presidential Address to the Nation on the Coronavirus Pandemic which was delivered by His Excellency the President on Monday, 28th September, 2020, and following broad-based stakeholder
consultations, the Ministry of Education notifies the public that the progressive re-opening of education institutions will commence with the re-opening of universities and tertiary institutions with effect from Monday, 5th October, 2020.
The specifics of the same are as follows:
The examination classes of Teachers Training Colleges (TTCS) and Technical and Vocational Education and Training (TVET) institutions will report on Monday, 5th October, 2020;
The Boards of the TTCs and the TVETS will announce the resumption date for in-person learning for other classes, with priority being accorded to students undertaking practical courses;
Final Year Students in all Universities and their Constituent Colleges will report on Monday, 5th October, 2020; and
The respective University Councils and their Senates will announce the date for resumption of in-person learning for students in other academic classes, with priority being accorded to those undertaking science-based courses.
Safe resumption of in-person learning in all Universities and Tertiary Institutions requires utmost fidelity to the Ministry of Health’s COVID-19 protocols and guidelines. Guided by those protocols and guidelines, it is directed THAT:
All learning institutions will be required to mandatorily enforce strict adherence to the COVID-19 health and safety protocols, which include; monitoring of the body temperature for all learners and all other persons accessing the institutions,
observance of high levels of hygiene, handwashing/use of sanitizers, and the adoption of innovative approaches to uphold the guidelines on physical and social distancing and the use of face masks/shields;
All Universities and tertiary institutions that had been designated as quarantine centres shall be fumigated under the supervision of the Ministry of Health prior to their re-opening;
All universities and tertiary institutions must be linked to a health facility prior to being re-opened;
All learning institutions shall provide psychosocial and spiritual support to learners and staff during the subsistence of the current pandemic;
Councils/Boards and Vice-Chancellors/Principals shall ensure full compliance with the guidelines and protocols issued by the Ministry of Health; failure to which their respective institutions will be closed for breaching those health protocols and guidelines; and
Education officials, in conjunction with Public Health Officials, will continuously monitor and review the levels of compliance with respect to the aforementioned measures.
The by the Presidential Working Committee on Education findings show that Universities in Kenya face many challenges that continue to weaken their performance in teaching and research. Universities in Kenya also perform poorly in international rankings, especially because of limited productivity in research and innovation. Governance is one issue that continues to impede Universities from effective performance. Appointments of senior management and members of governance organs, including the Chairs of Councils and Chancellors, tend to raise concerns because many considerations inform the appointment. Some of the considerations result in weakening the credibility of the appointment process.
The involvement of the PSC in the appointment of top management of Universities in Kenya compromises their autonomy and should be discontinued. Several reasons account for this conclusion. First, apart from strategic oversight, the next most important role of boards is the CEO’s recruitment, performance oversight, and exit.
Even in instances where there is an additional authority to report to, as in the public sector, the Board takes the lead in the search and identification of the right CEO. On the other hand, a healthy Board/CEO relationship has a better chance of a good start when it is the Board taking responsibility for the selection of the CEO. Second, in keeping with the fiduciary responsibility a good Board with the best interests of the organisation in mind will know who and how to find the leader who is the right fit for the organisation.
The Board will also continually have a succession plan in place. It will similarly take the lead in consulting and involving key stakeholders in the search where appropriate. Thirdly, continuous interaction between the Board and the organisation enables the Board to better understand the organisation’s challenges, performance, and opportunities. The Board is, therefore, best suited to identify the right leader/CEO to take the organisation to the next level by addressing the challenges faced or identifying new opportunities.
Fourth, PSC is designed to recruit mainly for mainstream public service, while semi-autonomous agencies such as state corporations and Universities, which are created by various legal instruments, give mandates to their respective boards to hire and fire their CEOs (usually in consultation with the Cabinet Secretary).
Another challenge that weakens Universities’ performance is divisions between administrative organs and the faculties. Sometimes they pull in different directions in fulfilling the mandate of teaching and research. Furthermore, Universities in the country have occupied the same niches. All of them seem to be teaching almost the same courses irrespective of the areas that the University was founded to pursue.
Research governance is fragmented. There are many research institutes in the education sector and the country without coherent coordination. Fragmented research governance, on its own, contrain the effective contribution to national development, because every institution and sector has goals that may be focusing on different aspects of the national development priorities.
The Open University of Kenya (OUK) will provide equitable access to University education and opportunities for lifelong learning. ODeL has a mode of delivery that will supplement the traditions of programme delivery. This will reduce pressure on infrastructure. Leveraging technology in delivery in the education sector will lead to the effective use of digital resources, which will, in turn, lead to reaching more numbers and remote areas of the country. Digital technology will certainly be of benefit to students, provided there are sufficient resources to service the use of this technology. Universities are yet to fully prepare for CBC. Universities graduate training programmes are yet to make the necessary shift towards CBC and align with the objectives of this curriculum.
Recommendations
On Governance
Amend the Universities Act, 2012:
To provide for the identification of Chancellors in public Universities by a selection panel constituted by the Cabinet Secretary to recommend three nominees for appointment by the
To provide for the appointment of a selection panel to identify and recommend nominees for consideration as Chairperson and Members of Council, by the Cabinet Secretary in charge of Ministry of
To have the University Council carry out the recruitment and appointment of Vice-Chancellor and Deputy Vice-Chancellor, Principals of Colleges and Deputy Principals in Public Universities without the involvement of the Public Service
Amend the Universities Act to provide for recruitment of Deans of Schools and Faculties through competitive appointment rather than
Amend the State Corporations Act, 2015 to include Universities in the list of exempted entities to make them In addition, income generation entities by Universities should be allowed to operate under respective Universities.
All Technical Universities should be Chartered under Section 25 (2)(a). Technical University of Mombasa (TUM) and Technical University of Kenya (TUK) should be re-Chartered under this
The Government to provide enhanced support to University research by:
Allocating one-third of the 2% provided in the STI Act, 2013 annually to Universities and
Exempting the University scholarly research and innovation
MoE to develop a framework on institutionalising University and industry linkages by promoting University and industry staff engagements in training and practical
CUE to develop a Higher Education Qualification Framework (HEQF) to equate and provide learners with deficits in some discipline an opportunity to bridge in order to meet admission requirements for University level
On Open University and ODeL
MoE to operationalise an Open University in Kenya by 2023/2024 financial
CUE to Review the University’s Standard and Guidelines, 2014, to provide criteria on minimum admission qualifications for
MoE to develop a National Policy Framework on Open Distance and eLearning (ODeL).
MoE and ICT Authority to fast track affordable broadband high-speed Internet connectivity to Tertiary educational
9.4.1.3 On Competency Based Education and Training
The Commission for University Education to spearhead the development of the University Competency-Based Curriculum Framework (UCBCF).
Universities should retool all academic staff in order to implement the
Universities to review their Bachelor of Education degree programme to align with the CBC by the start of 2023/2024 academic year.
Butere Girls and Ibokolo Secondary School to Get New School Buses
With the arrival of their new school buses, Butere Girls and Ibokolo Secondary School students will enjoy better transportation.
The project, which area Member of Parliament (MP) Tindi Mwale is leading through the National Government Constituencies Development Fund (NG-CDF), seeks to improve students’ overall learning experience while providing safe and dependable transportation.
Prior to the formal handover ceremony, Mwale stressed the need to invest in educational facilities to foster students’ learning experiences.
“We have supplied 10 school buses to various organizations via NG-CDF since 2017, and we are still dedicated to carrying out more transformative initiatives for our schools,” he said.
Butere Boys High School has also gained from a recently built 180-student ‘State House’ dormitory in addition to the buses.
Following the fire tragedy that annihilated one of the school’s dormitories, the project was quickly launched.
“Butere NG-CDF is committed to providing our institutions with better infrastructure to support enhanced learning and educational standards,” Mwale continued.
The arrival of the buses and the building of the dormitory emphasize continuous initiatives to improve educational infrastructure in the area, making sure students have a favorable learning atmosphere.
It is back to class for learners as the Ministry of Education introduces Electronic Learning services. Though schools have been closed as a result of the Coronavirus disease outbreak in the country, thousands of learners will be forced to turn to various digital platforms as announced by the Ministry.
“Following the closure of learning institutions, in line with the Presidential directive on containment of the Coronavirus, 15 million primary and secondary school learners are now at home and need guidance on home-based learning,” Says Prof George Magoha; the Education Cabinet Secretary.
According to Magoha, E-learning programmes will be available effective Monday March 23, 2020. “The Ministry of Education has, therefore, found it necessary to step up measures to facilitate learning during the period that learners will be at home. Beginning Monday 23d March, 2020, the Ministry will enhance curriculum delivery through 4 different platforms Radio, TV, You-Tube and the Kenya Education Cloud,” he adds.
In the released schedule, the Kenya Broadcasting Corporation (KBC) will broadcast radio programmes daily, from Monday to Friday, through Radio Taifa and English Service.
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Radio Taifa lessons will run from 10a.m to 11a.m. The English Service lessons will run from 9.15 a.m to 12 o’clock, and from 2.00p.m to 4.00p.m. The broadcasts will also be available on Iftini FM and Transworld in Garissa, Mandera and Wajir Counties.
Apart from Radio Programmes, Lessons will also be transmitted on the KICD-owned Edu-Channel, which is available on Signet Free to air. Edu-Channel broadcast programme line up will be available in the www.kicd.ac.ke.
All programme content broadcast through the Edu-TV Channel can be accessed on youtube @edutvKenya (livestreamed or recorded).
Apart from accessing lessons, learners can obtain digital content of all KICD approved materials from the Kenya Education Cloud. The digital content is available online through www.kec.ac.ke.
“The Ministry is determined to ensure that all learners access relevant materials to enable them remain in pace with the curriculum calendar, to the extent possible,” says the CS.
Schools and other learning institutions have been closed in order reduce further spread of the deadly virus.
IMPLEMENTATION OF THE COMPETENCY BASED CURRICULUM (CBC) AT SENIOR SCHOOL
As you are aware, the first cohort of the Competency Based Education learners are expected to join Senior School in January 2026.
Senior School is the fourth (4th) level of Basic Education in the Competency Based Curriculum (CBC) coming after the Pre-Primary School (PPI and PP2), Primary School (Grades 1 to 6) and Junior School (Grades 7 to 9) levels.
The subjects at Senior School are classified according to three pathways namely:- Science, Technology, Engineering and Mathematics (STEM), Arts and Sports Science and Social Science.
The essence of Senior School is to offer learners a pre-tertiary/ pre-university/ pre-career experience during which the learners have an opportunity to choose subjects from the pathways where they shall have demonstrated interest and/or potential at the earlier levels.
Senior School (Grades 10 to 12) comprises three years of education for learners generally in the age bracket of Fifteen (15) to Seventeen (17) years, with the learners completing this level expected to demonstrate the CBC vision of being engaged, empowered and ethical citizens ready to participate in the socio-economic development of the nation or proceed to further education.
At this level, learners shall take Seven (7) subjects as recommended by the Presidential Working Party on Educational Reforms (PWPER, 2023).
These shall comprise of four compulsory subjects namely:
English,
Kiswahili,
Core Mathematics / Essential Mathematics
Community Service Learning (CSL)
For clarity, all the learners shall take English, Kiswahili and Community Service Learning (CSC).
Learners pursuing the STEM pathway shall take Core Mathematics while those who shall have chosen any of the other two pathways will take Essential Mathematics.
If a learner who is not pursuing the STEM pathway opts to take Core Mathematics, they should be allowed to do so depending on their Junior School assessment results.
In addition to the compulsory learning areas, the learner will select three more subjects.
It is advised that a learner takes at least two subjects from the chosen pathway.
This means that a learner may take up to three more subjects from the chosen pathway or take two subjects from the chosen pathway and one subject from another pathway.
However, it should be anticipated that a situation may arise where a learner’s career choice requires that they take one subject in each pathway. Such a situation should he permitted.
The choices of subjects shall be guided by the learner’s anticipated career, aptitude, interest and personality with guidance by the leadership of the Senior School.
Table 1 below provides a list of all the subjects on offer at Senior School under the CBC, for which curriculum designs have been developed by the Kenya Institute of Curriculum Development (KICD).
Table 1: List of subjects at Senior School Grades 10, 11 and 12.
1. English
2. Kiswahili/KSL
3. Core Mathematics/
Essential Mathematics
4. Community Service Learning (CSL)
1. Sports and Recreation
2. Music and Dance
3. Theatre and Film
4. Fine Arts
1. Literature in English
2. Indigenous Languages
3. Fasihi ya Kiswahili
4. Sign Language
5. Arabic
6. French
7. German
8. Mandarin Chinese
9. Christian Religious
Education
10. Islamic Religious
Education
11. Hindu Religious
Education
12. Business Studies
13. History and Citizenship
14. Geography
1. Biology
2. Chemistry
3. Physics
4. General Science
5. Agriculture
6. Computer Studies
7. Home Science
8. Aviation
9. Building Construction
10. Electricity
11. Metalwork
12. Power Mechanics
13. Woodwork
14. Media Technology
15. Marine and Fisheries Technology
Note:
a) Physical Education (PE) and Information Communication and Technology (ICT) will be offered to all learners to facilitate learning and acquisition of life skills.
b) Every school shall offer Pastoral/Religious Programme of Instruction (P/RPI) to enhance moral, spiritual and character development of the learners.
NO school should force learners to participate in religious rites and activities that are contrary to their beliefs as per Circular Ref No: MOE.HQs/3/10/18 dated 4th March, 2022.
c ) Table 2, below provides guidelines on distribution of lessons at Senior School.
Table 2. Lesson distribution at senior school
Subjects
No. of lessons per week (40 minutes per lesson)
1. English
5
2. Kiswahili
5
3. Core Mathematics Essential Mathematics
5
4. Community Service Learning (CSL)
3
Effective Subjects
5. Optional 1
5
6. Optional 2
5
7. Optional 3
5
* Physical Education
3
* ICT Skills
2
* Learner Personal/ Group Study
1
* Pastoral/ Religious Programme Instruction
1
Total Number of Lessons
40
You are required to bring this information to the attention of all Quality Assurance & Standards Officers and Principals of Senior schools within your area of jurisdiction and, ensure this directive is implemented.
By a copy of this circular, the Departments of TVET and Higher Education are requested to review and align their courses in preparation for the first cohort of CBE students who are expected to join tertiary education in the year 2029.
PROF. AMB. JULIUS BITOK, CBS
PRINCIPAL SECRETARY
Latest List of optional and compulsory subjects in senior school (Grade 10 to 12)
Members of the National Assembly have raised the alarm over delays in the disbursement of capitation funds to schools, warning that the financial strain could undermine the provision of free and compulsory education in the country.
Appearing before the Committee on Education, Cabinet Secretary for Education, Hon. Julius Migos, faced questions from legislators seeking clarity on the Ministry’s plans to ensure timely and adequate funding for public schools.
The meeting followed a request for a statement by Hon. Robert Mbui, who expressed concern over the underfunding of schools. He noted that in Term One of 2025, schools had only received Ksh. 14 billion out of an expected Ksh. 28 billion, resulting in acute cash flow challenges and accumulation of pending bills. According to Mbui, the capitation shortfall had ballooned to Ksh. 64 billion over the past five years.
“How free is education in Kenya if schools are forced to run on half their budgets?” asked Hon. Rebecca Tonkei. “The government must address how schools are expected to operate amid such financial uncertainty.”
In his response, CS Migos acknowledged the funding gap, noting that while the Ministry had disbursed Ksh. 28.8 billion to secondary schools in two tranches—January and March 2025—this was still Ksh. 7.5 billion short of the required Ksh. 36.3 billion for the term.
“We disbursed 50% of the budgeted amount in two tranches, but the printed estimates had a deficit. That’s a reflection of the fiscal pressure we are under,” said CS Migos.
“Free education must be meaningful. Our population is increasing at almost 5% annually. We must find workable and sustainable solutions to fund the sector,” noted Committee Chair, Hon. Julius Melly
He explained that while budgeting is based on enrollment data from the National Education Management Information System (NEMIS), actual disbursement had shifted to the Kenya Education Management Information System (KEMIS) to address data inconsistencies. “We had to move to KEMIS because of the persistent challenges in NEMIS,” he said.
However, MPs expressed dissatisfaction with the explanation, with Hon. Clive Gesairo questioning how the Ministry could be unaware of pending bills affecting secondary schools. “This shows a serious gap in planning. The Ministry must know the exact debt it owes schools,” he said.
The Committee also heard that in 2025, each primary school learner was entitled to Ksh. 1,420, junior secondary school learners Ksh. 15,043, and secondary school learners Ksh. 22,244. However, the Ministry admitted that not all funds reach schools due to deductions—Ksh. 75 per primary pupil, for instance, is sent to the Kenya Institute of Curriculum Development for textbooks, while Ksh. 20 supports co-curricular activities.
On examination funding, the CS clarified that national exams are not covered under capitation but are instead funded separately through allocations to the Kenya National Examinations Council (KNEC). Internal examinations, however, are allocated Ksh. 36 per primary school learner, Ksh. 647 for junior school, and 11% of tuition allocation for secondary schools.
To enhance timeliness, CS Migos said the Ministry now disburses capitation based on school terms—50% in Term 1, 30% in Term 2, and 20% in Term 3. He cited delays in exchequer releases and erroneous data uploads by schools as key contributors to disbursement bottlenecks.
The CS urged MPs to push for adequate budgetary allocations in the upcoming financial year. “We appeal to this Committee to support the Ministry in securing funds at the approved rates to ensure that no school is left behind,” he said.
The National Education Management Information System (NEMIS) is web based data management solution which collects data and information from education institutions; processes and reports the status of designed indicators; and provides the sector a solid ground for effective management to ensure that every Learner counts. The Online Platform tracks performance mobility of learners and teaching staff to ensure efficiency and effective utilization of education resources.
The Objective of NEMIS is to help streamline the data management for informed decision-making and planning of the education sector by hosting student / pupil data, linked to a Unique Identifier that is randomly generated using a verifiable algorithm. Specific objectives include:
(1). Online platform for capture of education data at school level (school and learner information);
(2). Platform that allows all education agencies to share data collected to ease and facilitate administrative and decision-making processes;
(3). Provide an integrated Business Intelligence (BI) that provide statistics used to report national and internation indicators in education and training sub-sectors;
(4). Provide flexibility of handling of resources (including infrastructure support, texbooks and facilitation of school feeding programmes) that go to education institutions;
(5). Help in tracking of costing parameters in education and training;
(6). With inclusion of GIS components, Online Platform will help in geographical analysis of education indicators (including production of various maps much needed in the education sector).
A fast and reliable web browser such as google chrome
Computer or laptop with at least 2.4HZ and 1 GB random access memory
Computer with applications such as ms word and excel
Camera for taking student photos
Printer
Who Are The Users Of NEMIS?
The government – the government uses NEMIS for data collection. Through the data provided by school managers and teachers, the government is able to manage and distribute resources. They are also able to make important decisions about the education sector.
School managers – school managers use NEMIS to manage the local affairs of the school such as teacher attendance and school performance.
Teachers – teachers use NEMIS to manage student data and academic reports.
Students and parents – They get information about performance and attendance from the portal.
What Is Required To Register A School To NEMIS?
Details about the school – This is a long process as it involves giving all the details about the school such as name, type, ownership, infrastructure and other needed information
Staff information – number of teachers in the school, their qualification and any other information.
Student information- name, date of birth, gender e.t.c
Registration legal documents – school registration certificate, licence and others
Email address for official communication
How to Register a School to NEMIS Portal
Go to the official NEMIS website http://nemis.education.go.ke/
Go to the new registration section
After the registration form appears select the preferred institution
Fill in data about the school, staff and students
Check the information to make sure that it is accurate
Submit the application form and wait for confirmation
How to Register a Student to NEMIS Portal
If you want to register a student, you have probably done the school registration so you already have an account with NEMIS. Here are steps to follow for student registration:
Log into the NEMIS account
Go to the student registration section and click on it
Enter student personal details such as name, gender, birth details etc.
Fill in the academic details such as their grade, subjects and other details
Enter additional details regarding the parents
Confirm whether the details are correct and submit
Wait for confirmation message
How to Register Form 1 Students on NEMIS Portal
Get school reporting documents (admission letters?)
Log into the schools NEMIS portal using UPI and password
On the dashboard go to the learner module
From the drop down menu select admit/capture
Search the student using their KCPE index or UPI number
Click on admit to enrol them into your school
How to Register Primary School Student
Log into the NEMIS portal
On the dashboard go to the learners module
Go to the registration tab since you are now registering and not admitting students
Enter all the details on the space provided
Counter check the details for accuracy and save the details
How to Find Your NEMIS Number
Go to the official NEMIS website
Navigate to the registration choices option
Go the dashboard, find activation menu
An OTP will be send to your phone
Copy the OTP send to your phone and enter it to your computer
Wait for a text message with your NEMIS number
NEMIS Modules
NEMIS modules are the different sections of the portal depending on the users. The NEMIS platform is an inclusive portal with different users. Unlike popular belief, it is not just teachers and schools that have access to the platform. Here are some of the different NEMIS modules:
Organization/school module – this is where all the schools and institutions of learning are registered. On this module, information regarding school details, facilities and even staff is entered. It is the platform way school owners and managers enter all the information.
Student portal – this is section for students and learners. You can find information about students such as personal details and academic information. On this platform you can generate information about school performance.
Financial module – education requires financial planning. On this module, you find budgets, financial tracking and monitoring of the school resources.
Teacher’s module – teachers also have a module where you can find information such as qualification, performance tracking and subject specialization.
Examination module – the examination module is used to generate students’ results, set exam schedules and generate grading reports for students.
Data reporting – this is where you generate reports and analyze data required for decision making.
Items needed to access the NEMIS portal
A computer (preferably running on Windows 7 or 10 for stability).
Stable internet connection (at least 3G with a minimum speed of 2 Mbps)
A digital camera for taking pupils’ passport photos
Pupils’ birth certificates
National ID cards (if you’re registering staff)
Besides having the above items/documents, you’ll have to be from the following organizations.
Ministry of Education.
KICD (Kenya Institute of Curriculum Development)
KNEC (Kenya National Examination Council)
KEMI (Kenya Education Management Institute)
TSC (Teachers Service Commission)
CEMASTEA (Centre for Mathematics, Science and Technology Education in Africa)
ICTA (Information and Communication Technology Authority)
Education Cabinet Secretary Julius Ogamba has pledged that no deserving student will be denied university education due to lack of fees, saying the government will cover any shortfall.
Ogamba says the government is committed to strengthening governance and financial sustainability in public universities.
He noted that insolvent universities have dropped from 23 to 14, with full recovery expected in the next two to three years.
The CS credited reforms such as the student-centered funding model and fee cuts of up to 40% for easing the burden on families.
Looking ahead, the CS announced that next week, a national conference will be held in Mombasa to align university and tertiary education programs with market-driven job skills.
Kenyatta University Council Chairman Dr. Ben Chumo welcomed the new council members and thanked the CS for his support, noting the institution’s central role in Kenya’s education system with nearly 50,000 students enrolled.
On basic education, CS Ogamba further revealed that the government is conducting a nationwide verification of studentand school data following an Auditor General’s report questioning past records. Over 15,000 schools have already been verified to ensure accurate capitation disbursement and evidence-based policy decisions.
“This verification will enable us to plan better and avoid past challenges with delayed or insufficient capitation. Once the exercise is complete, we will have reliable data to make more effective decisions,” CS Ogamba added.
The CS thanked the media for amplifying government efforts and assured continued transparency and accountability in the education sector reforms.
The Kenya Institute of Curriculum Development, KICD, has entered into a partnership with pay TV company, Startimes, to broadcast online lessons to learners. The partnership will see StarTimes Kenya provide access to KICD approved curriculum on their digital television platform. The same materials will also be available on the company’s mobile application, StarTimes ON. The content will at the same time relayed on various TV channels available on Startimes.
Dr. Sara Ruto, the Chairperson KICD Council, said the new move will see learners access learning materials conveniently and that this is expected to broaden the coverage area; and this would see more households covered.
“The Covid-19 pandemic has pointed out a new feature of digital learning, we need to embrace it for the sake of our children and together we will be able to grow. One of the core competencies in the Competency-Based Curriculum is learning to learn, this is an opportune moment to put it to practice with such partners key in enriching the future of learning,” said Dr Sara Ruto while making the partnership public.
Dr. Sara Ruto; the chairperson to Kenya Institute of Curriculum Development (KICD) Council.
Dr Joel Mabonga, the KICD Acting Chief Executive Officer, was all but praises over the new partnership noting that this would provide the much needed boost in achieving their goals. The CEO welcomed the move noting the partnership will grow the number of platforms available to engage students who are learning at home with the content accessible on the mobile application being a strategic option given the high mobile penetration in the county.
“We need to go out of our ways to make sure that learning continues even under the current Covid-19 situation as we establish strategic partnerships that will help us achieve our mandate as an institute tasked with a national responsibility of developing curricula and curriculum support materials informed by research for all levels of education below the university,” said Dr Mabonga.
“We have partnered with KICD to allow us carry approved education content on our platforms. Currently, we have ensured that EDU Channel is available through our set top boxes as a free to air channel and uploaded approved primary and secondary school curriculum on our StarTimes ON mobile application platform key in ensuring the majority of students have access to the education materials,” said StarTimes Chief Executive Officer Mr. Andy Wang.
The ministry of education together with other partners is relaying TV, radio and online lessons to millions of learners at home in a bid to try and recover lost time; occasioned by the current closure of all learning institutions. Learners continue to follow the interactive online lessons at home tuning to KBC English Service and Radio Taifa for radio programmes and EDU TV channel and the Kenya Education Cloud for interactive lessons.
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