Category Archives: Breaking Education News

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Education Ministry Asks Schools to apply afresh for Free Education (FDSE) Funds

RE: IMPLEMENTATION OF FREE DAY SECONDARY EDUCATION (FDSE)

To enhance efficiency in the programme, there is need to update data on schools in this programme. In this regard, all secondary schools are required to fill afresh the application form for the FDSE program.me. The application will be made on the form provided and relevant copies of documentation required attached. The completed forms and attached data should reach this office on or before 26th May, 2023.

The reason for such exercise is to be able to ascertain the number of learners not in NEMIS yet they are in class register and capture·new school characteristics like Principals and school names that may have changed over time.

The purpose of this communication i.s to request you to coordinate this exercise and ensure that all the schools submit their application forms. Every County Director of Education is expected to collect the forms. verify the details and submit them to the Director Secondary Education.

Here is the application form for schools: FDSE Application Form For Schools.

School choice and affirmative action used to place students in Form One 2024

The selection exercise for the 2024 Form one placement has kicked off. The exercise will run from November 27th, 2023 to December 11th, 2023.

Education Cabinet Secretary Ezekiel Machogu has announced that the selection will be fair to all the KCPE 2023 candidates; and all candidates who sat for the exams will have an opportunity to transition to secondary school.

“Already, the ministry has developed a fair and transparent system for Form One placement that will ensure national, regional and socio-economic balance is achieved,” Mr Machogu announced.

Since no pupil can repeat the primary school examinations with the 2023 KCPE being the last; those who were in Standard Eight but failed to sit the exam will have another chance by sitting a special test in January.

2024 Form one placement criteria.

The Ministry has at the same time developed a transparent form one placement criteria.

All candidates with 400 marks and above will be selected to join national schools. There were 8,523 candidates who scored over 400 marks. 

The 2024 form one selection will be based on learner choices, overall performance, individual performance, affirmative action type of school they attended (whether public or private).

Candidates are required to make four choices of national schools and three of extra-county schools. They are then supposed to select two county and two sub-county institutions which accommodate more than 70 percent of the candidates.

Later, candidates access and download admission letters from the Ministry of Education portal. The Form Ones will report after the continuing students, but this is expected within the month of January 2024.

Learners not satisfied with placement results can apply for review and change of school.

All learners in public secondary schools qualify for sponsorship through the Free Day Secondary Education programme at Sh22,244.

New learning areas as schools set to offer personal skills and psychological skills training

Schools will now be expected to offer training to learners in personal skills and psychological skills. This is after President Uhuru Kenyatta signed into law the Kenya Institute of Curriculum Development (Amendment) Bill of 2019.

The new law mandates KICD to incorporate personal safety and psychosocial skills training in the curricula for basic and tertiary institutions.

The overall objective of the Act is to enhance the country’s disaster preparedness especially in learning institutions. The new training will enable schools and learners to deal with such disasters as school fire outbreaks and the recent covid-19 pandemic; among others.

Speaker of the National Assembly Justin Muturi, Leader of Majority in the National Assembly Aden Duale and Treasury CS Ukur Yattani attended the signing ceremony on Thursday.

Also present were Attorney General Paul Kihara, Head of Public Service Joseph Kinyua, State House Deputy Chief of Staff Njee Muturi and National Assembly Clerk Michael Sialai.

The new law will now enable the KICD to redesign the curriculum so as to incorporate the new training areas. Learners’ safety has been a major concern for a long time now following various fire incidents in the past where some of them sadly lost lives.

These changes come at a time when the government is rolling out the new competency based curriculum, CBC.

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Ministry of Education Releases Guidelines for Grade 10 Learner Placement in Kenya

Ministry of Education Releases Guidelines for Grade 10 Learner Placement in Kenya

The Deputy Director of the Ministry of Education, Fred Odhiambo, has delineated the criteria that the ministry will adhere to in the placement of learners in Grade 10.

Addressing the audience on Wednesday, April 23, Odhiambo stated that the selection of senior schools for Grade 10 learners will be categorized based on the pathways and accommodations, which include day and hybrid senior schools, gender considerations, and special needs.

Learners, specifically those in the current Grade 9 cohort, are anticipated to transition to Grade 10 in 2026, which signifies the commencement of the senior school phase under the Competency-Based Curriculum (CBC).

In accordance with the CBC, the placement process for Grade 10 learners is predicated on their performance in the Kenya Junior Secondary Education Assessment (KJSEA), which they are scheduled to undertake between October 27 and November 5, as well as their selected career pathways. The three pathways encompass Science, Technology, Engineering, and Mathematics (STEM); Arts and Sports Science; and Social Sciences.

Senior schools under the CBC framework are classified as either triple pathway schools, which will provide all the pathways, or dual pathway schools, which offer STEM, arts and sports science, or social sciences.

According to Odhiambo, learners will have the opportunity to select 12 schools for their preferred pathways as follows: four schools in the first-choice track and subject combination, four schools in the second-choice subject combination, and four schools in the third-choice subject combination.

Of the 12 schools selected by the learners, nine should be boarding schools—comprising three from the learners’ home county and six from outside their home county—while three should be day schools situated within their home sub-county.

As articulated by Odhiambo, the placement of learners into Grade 10 for the upcoming year will be governed by five distinct factors.

At the forefront is the learners’ choice. The ministry will take into consideration the learners’ selection of pathways, tracks, subject combinations, and schools.

The second factor is merit, whereby the ministry will evaluate the learner’s academic performance in their Grade 9 assessment.

The third consideration involves psychometric tests, which encompass the learner’s aptitude, interest, and talent identification, to be conducted by the Kenya National Examinations Council (KNEC) in conjunction with the schools.

Fourth on the list is equity, wherein learners will be placed in schools based on regional balancing to guarantee that all learners have equitable access to institutions nationwide.

Finally, the placement of a learner will also be influenced by the resources and space available at the chosen school.

Upper Primary (Grade 4-6) New CBC Learning Areas/ Subjects

Upper Primary (Grade 4-6) New CBC Learning Areas/ Subjects

Compulsory subjects:

(i)            English.

(ii)           Kiswahili or Kenya Sign Language (for learners who are deaf).

(iii)         Home Science.

(iv)         Agriculture.

(v)           Science and Technology.

(vi)         Mathematics.

(vii)        Religious Education (CRE/ IRE/ HRE).

(viii)      Creative Arts.

(ix)         Physical and Health Education.

(x)           Social studies.

Optional

(xi)         Foreign Languages (Arabic, French, German, Mandarin).

(xii)        Indigenous Languages.

LEVEL LEARNING AREAS/ SUBJECTS
Upper Primary (Grade 4-6) (i)            English.

(ii)           Kiswahili or Kenya Sign Language (for learners who are deaf).

(iii)         Home Science.

(iv)         Agriculture.

(v)           Science and Technology.

(vi)         Mathematics.

(vii)        Religious Education (CRE/ IRE/ HRE).

(viii)      Creative Arts.

(ix)         Physical and Health Education.

(x)           Social studies.

 

Optional

(xi)         Foreign Languages (Arabic, French, German, Mandarin).

(xii)        Indigenous Languages.

2020-2023 new school term dates for schools in Kenya

The Ministry of Education in Kenya has released the 2020-2023 revised term dates for all primary and secondary schools. In the new school calendar, all schools will reopen fully on January 4th 2021. This will apply to all continuing PP1 and 2; Grade 1, 2 and 3; Class 5, 6 and 7; and Form 1, 2 and 3 learners.

2020 TERM 2 AND 3 REVISED SCHOOL CALENDAR FOR CONTINUING LEARNERS

Here are the new term dates for the PP1 and 2; Grade 1, 2 and 3; Class 5, 6 and 7; and Form 1, 2 and 3 learners.

Activity Opening Dates Closing Dates Duration
Term 2 4/1/2021 19/03/2021 11 weeks
Holiday 20/03/2021 9/5/2021 7 weeks
Term 3 10/5/2021 16/07/2021 10 weeks
Halfterm Break 3/6/2021 7/6/2021 3 Days
Holiday 17/7/2021 25/7/2021 1 week

 

2021 TERM DATES FOR ALL LEARNERS

Activity Opening Dates Closing Dates Duration
Term 1 26/7/2021 1/10/2021 10 weeks
Halfterm Break 26/8/2021 29/8/2021 3 days
Holiday 2/10/2021 10/10/2021 1 week
Term 2 11/10/2021 23/12/2021 11 weeks
Christmas/Holiday 24/12/2021 2/1/2022 10 days
Term 3 3/1/2022 4/3/2022 9 weeks
KCPE 7/3/2022 10/3/2022 4 days
KCSE 11/3/2022 1/4/2022 3 weeks 1 day
KCSE MARKING 4/4/2022 22/4/2022 3 weeks

 

2022 TERM DATES FOR ALL LEARNERS

Opening Dates Closing Dates Duration
Term 1 25/04/2022 1/7/2022 10 weeks
Halfterm Break 26/05/2022 29/5/2022 3 Days
Holiday 2/7/2022 10/7/2022 1 week
Term 2 11/7/2022 16/9/2022 10 weeks
Halfterm Break 11/8/2022 14/8/2022 3 Days
Holiday 17/09/2022 25/9/2022 1 week
Term 3 26/09/2022 25/11/2022 9 weeks
KCPE 28/11/2022 1/12/2022 4 Days
KCSE 1/12/2022 23/12/2022 3 Weeks, 1 Day
KCSE MARKING 2/1/2023 20/1/2023 3 Weeks

 

2023 TERM DATES FOR ALL LEARNERS

Opening Dates Closing Dates Duration
Term 1 23/1/2023 21/4/2023 13 weeks
Halfterm Break 23/3/2023 26/3/2023 3 days
Holiday 22/4/2023 7/5/2023 2 weeks
Term 2 8/5/2023 11/8/2023 13 weeks
Halfterm Break 29/6/2023 2/7/2023 3 days
Holiday 12/8/2023 27/8/2023 2 weeks
Term 3 28/8/2023 3/11/2023 10 weeks
KCPE 6/11/2023 9/11/2023 4 days
KCSE 10/11/2023 1/12/2023 3 weeks 1 day
KCSE MARKING 4/12/2023 22/12/2023 3 weeks

Educational Reforms in Kenya: The Committees and their recommendations

Educational Reforms in Kenya

The main focus of Kenya’s education is on improving access, retention, equity, quality, relevance and the overall efficiency of the education sector. The reforms in education aim to develop critical human capital to transform the Country on a sustainable basis. Furthermore, Kenya’s Vision 2030 has identified access to quality education and training as important in transforming Kenya into a middle-income country (GoK, 2008).

In response to this, the Government of Kenya is implementing critical reforms at both the Basic and Tertiary levels of education. The reforms are taking place amidst important achievements in the education sector.

CBE has been implemented at the basic education level, enrollment figures have exponentially increased at all levels in the recent past, and the number of teaching and training institutions has also increased. Financing of the education sector has also remained a priority of the Government, receiving about a 25% share of the annual budget, equivalent to 6.4% of GDP.

Past education commissions of inquiry, taskforces, and presidential working parties largely focused on structure, curriculum, examination and assessment, human resources, legislation, education financing and policies affecting the education sector.

Table 1.2 presents a summary of the key recommendations resulting from educational reforms between 1919 and 2020.

Year Name of Working Party/ Taskforce/Commission/ Committees Key Recommendations
1919 Education Commission for the East African Protectorate •   Recommended the introduction of Grants-In-Aid. As a result, the colonial Government left significant aspects of African education to missionaries.
1924 Phelps-Stokes Commission •   Introduced the Devonshire White Paper (or Devonshire Declaration), which promoted a policy of separate development on racial lines. The European, Asian and Black Kenyan children were to go through separate schools for their education.
1934 The Annual Report of 1934 on African Education Paper 21 •   Under the Grant-in-Aid rule of 1934, aided schools were released from the necessity of training technical apprentice Federation of Protestant Missions: Donated surplus funds from the East Africa war relief to start Alliance High School in March 1926 and the Holy Ghost, Kabaa was started in January 1930.
1937 De-la-Warr Commission on Higher Education in East Africa •   Following the recommendations of this commission, Maseno and Mang’u opened as Junior Secondary Schools in 1938 and 1939, respectively.
1949 Beecher Education Committee of 1949 •    Recommended that a small selected group of African children be allowed to transition to Secondary education.

•    The Committee also recommended the opening of an additional sixteen (16) Secondary schools by 1957 in the context of the 4-4-4 system of education.

1964 Ominde Commission •   Establishment of Harambee schools;

•   Establishment of day Secondary schools;

•   Appointment of teachers by BOGs;

•   Establishment of Government assisted schools that would be under BOGs;

•   Kenyanisation of Secondary schools;

•   Uniform Secondary fee guidelines and change of structure of the education system.

1965 Sessional Paper No. 1 of 1965 •   Regarded Secondary education as the most important point in the education system, which could help in solving the manpower constraints of the nation.

•   Emphasised expansion of Secondary education as a necessity to laying a firm foundation for further education, training and work.

1971 Report of the Commission of Inquiry — Public Service Structure and

Remuneration Commission

(The Ndegwa Report)

•   Introduction of double streams; increased teachers’ salary.

•   Conversion of Aided schools to maintained schools.

1976 Report of the National Committee on Educational Objectives (Gachathi Report) •    Integration of non-formal sector to Secondary education in order to take care of school dropouts;

•    Development and rationalisation of education for those not selected to government Secondary Schools through extramural, correspondence courses, radio and television;

•    Consolidation (amalgamation) of Secondary schools into larger units of at least four streams in order to share the use of expensive facilities and teachers;

•    Establishment of a national school in each district and

government support to Harambee Secondary schools.

1981 Presidential Working Party on the establishment of

a 2nd University (MacKay Report)

•   Recommended the establishment of a second University in Kenya to cater for the increasing demand for higher education and its resulting pressure on the existing institutions.

•   Proposed the introduction of the 8-4-4 system of education: 8 years in Primary School, 4 years in Secondary School, and 4 years in University. This recommendation led to the phasing out of the “A” level and the introduction of the 8-4-4 education system in Kenya.

1988 Presidential Working Party on Education and

Manpower Training for the Next Decade and Beyond (Kamunge Report)

•   Students in public schools pay the full cost of boarding and feeding, but needy students be assisted through bursaries;

•   Establishment of day Secondary schools as a more cost- effective way of expanding accessibility; expansion of single and double stream Secondary schools to three streams; abolition of categorisation of schools as high and low cost;

•   Re-designation of Secondary schools in order to do away with Harambee and government stream students in the same school.

2000 Commission of Inquiry Into Education System of Kenya (Koech Report) •   Proposed to replace the existing 8-4-4 system of education in Kenya with TIQET (Totally Integrated Quality Education and Training).
2012 Taskforce on re-alignment of the education and training sector to the Constitution of Kenya, 2012, (Odhiambo and Some Report). •   Curriculum       reform       to      specify     the      expected competencies at every level of learning.

•   Revamp accreditation and assessment at all levels.

2020 Taskforce on Enhancing Access, Relevance, Transition, Equity and Quality for Effective Curriculum Reforms Implementation (Fatuma Chege Report). •   Placement to Junior Secondary Schools be based on formative and summative evaluation.

•   JSS to be domiciled at the Secondary school level.

 

In 2010, the Country adopted a new Constitution which provided anchorage for reforming the education sector. It included education as a constitutional right in the Bill of Rights, made basic education free and compulsory, established the Teachers Service Commission as a Chapter 15 constitutional body, and divided education delivery function between the National and County Governments.

Two task forces were then appointed in 2012 to align the education sector to the dictates of the above constitutional imperatives. They made the following key recommendations:

  • Development of a new education structure based on a reformed
  • Expansion of access to education and training by reducing the cost to the
  • Enhancement of access to education among vulnerable, disadvantaged and hard-to-reach
  • Improvement of quality and standards at all levels of education, training and
  • Setting up a national qualification
  • Emphasis on skills for industrial
  • Integration of Science, Technology and Innovation (ST & I) in all sectors; and
  • Reforming the governance structure in education, training and

Thereafter, legislative policy and administrative measures were undertaken to continue reforming the education sector. The Universities Act and the Teachers Service Commission Act were enacted in 2012, while the Basic Education Act and the Technical and Vocational Education and Training Act were enacted in 2013.

Other related laws were enacted simultaneously, including the Science, Technology and Innovation Act.

In 2012, efforts were made to develop a sessional paper to actualise the recommendations of the two task forces in aligning the education and training sectors to the Constitution. In 2017 as part of curriculum reforms, the Basic Education Curriculum Framework was adopted, which provided the launchpad for CBC.

In 2018 and 2019, the National Curriculum Policy and the Sessional Paper No. 1 of 2019 were developed and adopted, respectively. This is the context against which the sector’s performance and challenges should be viewed.

Schools’ reopening fate to be announced next week

National Covid-19 Education Response Committee winded up the exercise of collecting views from Kenyans on Friday evening. The week long exercise saw the committee receive various proposals from about 3,000 individuals and groups on how learning institutions should be reopened.

The committee will be writing a report advising the cabinet secretary on how best to reopen basic education institutions, review and reorganize the academic calendar among other tasks.

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PROPOSALS SUBMITTED TO THE COMMITTEE BY VARIOUS STAKE HOLDERS

A section of stake holders have been irked by a proposal by secondary school teachers’ representatives to have part of the learners back to school next month. The groups including the Kenya National Union of Teachers (Knut), Universities Academic Staff Union (UASU) and Kenya Human  Rights Commission (KHRC) in a statement this past week said proposal by Kenya Union of Post Primary Education Teachers (Kuppet) to partially reopen schools in June was ‘ill advised’.

“It is insensitive, pre-emptive, foolhardy and extremely wrong for anybody outside the medical profession or without medical expertise to propose the rushed reopening of schools in the wake of coronavirus pandemic, especially at this period when the virus is on spiral, threatening survival of humanity,” the three institutions said.

“Preliminary results from a rapid response survey rolled out by the agencies indicate that the situation on the ground is different and might require more effective measures to be put in place before such an action of reopening is undertaken,” they added.

The three groups have been bitter over the move by Education Cabinet Secretary Prof. George Magoha to exclude them from the committee tasked with coming up with proposals on how to restart learning.

And in expression of their anger, the three groups (Knut, KHRC and Kuppet) did not make their proposals to the constituted committee was just ‘a mere rubberstamp considering the manner in which it was constituted’. They said caution should be taken and there should be no rushed reopening of learning institutions. The ‘rebel’ group says provision of personal protective equipment and enforcement of other containment such as hand washing, fumigation of institutions and mass testing must be mandatory before schools reopen.

“It is worth noting that countries like France, which have attempted to reopen schools witnessed a resurgence of the virus, further affecting many teachers and learners,” reads the statement.

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Primary school heads on their part want the school annual calendar revised and KCPE and KCSE exams postponed until learners are well prepared to sit the examinations.

“The National examinations should be rescheduled to later dates when candidates are adequately prepared,” reads a proposal by Kenya Primary Schools Heads association (Kepsha) presented to the national covid-19 education response committee.

Kepsha says schools should not be reopened until the pandemic curve is flattened; adding that the situation will be worse in most schools that are overcrowded and social distancing would just be a mirage.

“The covid-19 spread in the country is rising day by day. Therefore, no schools should open until the virus is fully eradicated or brought under country in the country. In Nairobi county for instance, children are congested in the classrooms with so many pupils ranging from about 70 to 110 children per classroom in most schools”. add the primary school heads via a memo signed by the national chairperson, Nicholas Gathemia.

Among other proposals, the heads say class sizes should be reduced to have between 25-30 learners in order to attain social distancing and that the government should attach healthcare personnel to cluster of schools for regular monitoring; this is if schools must be reopened soon.

The committee will now retreat to write their report which will be submitted to president Uhuru Kenyatta before being made public next week; end of May.

The country will be waiting with bated breadth ahead of release of the report.

SEE ALSO;

Senior School Pathways and Careers Guide: History and Citizenship

Senior School Pathways and Careers Guide: History and Citizenship

• Historian

• History Teacher

• Archivist

• Museum Curator

• Cultural Heritage Officer

• Political Analyst

• Civil Service Administrator

• Diplomat

• Policy Advisor

• Lawyer (with focus on constitutional/human rights law)

• Journalist (political/historical focus)

• Genealogist

• Tour Guide (historical sites)

Form one 2022 Scholarships – Requirements, Application Forms

Form One Scholarships for KCPE Students – How to Apply

 

Students who sat for the KCPE 2021 have a range of scholarships to apply for as a number of organisations call for applications to their programmes.

The initiatives usually have laid out eligibility criteria as well as the application procedures to guide students and parents on how to go about accessing the funds.

Most of the scholarships target needy students so as to increase their chances of accessing secondary education despite the financial constraints.

Here are some of the scholarships that currently open.

1. Elimu scholarship

The Ministry of Education through the Equity Group Foundation is awarding secondary school scholarships to needy and vulnerable learners who attained 280 marks and above in the KCPE 2020 examination.

Arguably the biggest scholarship programme in secondary schools due to a large number of students its sponsors, the programme seeks students from needy backgrounds from various sub-counties in the country.

The eligibility criteria include candidates with special needs and disabilities (physical, hearing and visual impairments, autism, albinism, learning disabilities and others), Orphans and vulnerable children, Candidates from vulnerable communities in the target Sub-Counties and Candidates from urban centres with informal settlements.

Before you apply the beneficiary will first have to create an account on the Equity Foundation website. https://egfdmis.equitybank.co.ke/register_elimu

The Elimu Scholarship 2022 application Log-in page

Once you log in successfully, you will be redirected to a new page where you will see ‘Open Scholarship for application’.

Fill in all the fields provided in every step, then click on the ‘Save Changes’ button to submit your details in every step.

Shortlisted candidates, accompanied by parents/guardians, will be invited for interviews which will be conducted by the Community Scholarship Advisory Committees

2. Equity Wings to Fly Scholarship 2021

Equity Wings to Fly is a program sponsored by Equity Group Foundation and it’s partners for bright and needy students to access secondary education.

Only 2021 KCPE candidates are viable to make an application for this scholarship.

The pass mark for Wings To Fly is 350/500.

When applying, a student should create a new account through the portal

Documents to have when filling the online application: 

1. KCPE Results Slip (official KNEC slip or signed & stamped paper from the school). For early bird applications, you will be allowed to complete the application form without KCPE marks and Result Slip until submission.

2. Copy of Death Certificate (if father/mother deceased).

3. Evidence of financial support (if they have received support in the past).

4. Evidence of special needs (if they have indicated special needs).

5. Copy of Pay Slip/ Bank Statement (if parents/guardians are employed/business).

6. Signed declaration by Applicant and Parent/Guardian

7. Filled application and recommendation form by Head Teacher, Provincial Adm., Religious Leader and any other.

3. KCB Foundation Scholarships 2022

The KCB Foundation scholarships 2022 are designed to give bright children from needy backgrounds a chance to access secondary education.

The Selection criteria

1. The applicant must have completed their KCPE in 2021.

2. The applicant must come from a needy background.

3. The applicant must have attained the prescribed county cut-off marks. Details are available in posters at KCB branches countrywide and on the KCB Foundation website

4. The applicant must have sat their KCPE examination in a public primary school and have an admission notification to a public National or County secondary school.

How to Apply for KCB Scholarships 2022

The KCB Scholarship application forms are available at all the KCB Branches countrywide and on the KCB Foundation website.

The form must be completed in full and all relevant supporting documentation should be attached.

Applicants will be expected to come with the forms for interviews in the county where they sat their KCPE examination.

Candidates are advised to visit the branches or the website to see details of the interview locations.

4. Family Bank Foundation Scholarships 2022

Family Group Foundation plans to spend Ksh30 million on scholarships for students from needy backgrounds joining Form 1 in 2022.

The funds, channeled through the Family Group Foundation 2022 High School Scholarship Program, will benefit more than 100 students in 11 counties who are transitioning from primary to secondary school having received their KCPE exams results.

The awarded scholarships will cater for both tuition and upkeep for the beneficiaries in the 11 counties. The target counties include Bungoma, Kisumu, Kiambu, Kajiado, Mombasa, Makueni, Meru, Muranga, Nakuru, Nyeri and Uasin Gishu.

Interested candidates from these counties can apply by acquiring an application form from the nearest Family Bank branch, Sub-County branch or the Family Group Foundation website.

5. Jomo Kenyatta Foundation Scholarships 2022

The Scholarship Programme targets bright but needy orphans and vulnerable children in public secondary schools in Kenya.

To qualify they must meet the following criteria: Poor orphan; Poor child with disability; Child rendered vulnerable by factors affecting access to education Child suffering from extreme poverty; Child who attains 70% of the maximum marks or as agreed by the Board of Directors for marginalized areas and persons with disabilities.

Selection process emphasis on transparency, objectivity, and inclusivity. Applicants are subjected to rigorous interviews covering all counties; interview panelists comprise of JKF staff, JKF alumni, partners and Ministry of Education officials.

To verify the interview results, home visits are done by a separate panel comprising of JKF staff, primary school heads, and local administrators. Finally, all successful applicants are commissioned through an award ceremony.

6. KTDA National Tea Scholarships 2022

KTDA Foundation grants scholarships to needy and bright students in KTDA tea growing areas for secondary education. In 2022, the foundation will grant a scholarship in each of the 70 KTDA managed factories.

Needy students who scored 350 marks and above in the 2021 KCPE examinations are welcome to apply.

To be considered one should have sat for the Kenya Certificate of Primary Education (K.C.P.E) examination in 2021 in a public primary school

Successful applicants will be required to keep good grades in high school.

Interested students should fill and submit the KTDA Tea scholarship Application form and provide:

a. A certified copy of KCPE result slip.

b. Relevant documentation as outlined in the application form.

c. Copy of birth certificate.

d. Copy of Form One admission letter (whereas the application form can be submitted without this, the candidate MUST provide a copy of the Form One joining instructions as soon as available).

e. Evidence of being an orphan where applicable.

The studentʼs parent, guardian, or sponsor should fill all the relevant sections and provide supporting evidence where applicable (e.g proof of income, death certificate, etc.)

All parts of the form must be submitted to the Factory Unit Manager with supporting documentation by Friday 28th May 2021. Late applications will not be considered.

7. County/ CDF Bursaries 2022

The government sets aside a certain amount of money in the budget to help needy students to access education through the bursary programmes.

These funds are disbursed by county governments to the school accounts of the successful applicants.

Application forms can be accessed from the official websites of respective county governments from which the applicants hail. One can also visit the county government offices or any chief/sub-chief office.

The forms should be duly filled and copies of the required documents presented. The application process will require various signatures of government officials such as the Chief, Sub-Chief, Headmen, and then from their Priest/Pastor/Sheikh.

The application forms can then be submitted to the County government or to the office of the area Chief/Sub- chief who will then take them to the appropriate offices.

 

Mathematics to be optional at Senior Secondary School- Knec States

Mathematics to be optional at Senior Secondary School- Knec States

Leaders within the education sector have affirmed that Mathematics will only be obligatory in primary and junior secondary education.

The chairman of the Kenya National Examination Council (Knec), Julius Nyabundi, indicated yesterday that Mathematics at the primary and junior levels is sufficient for fostering understanding in the subject. It has also been revealed that student performance in Mathematics at the secondary school level has consistently been poor when compared to the results of end-of-primary school assessments.

Andrew Otieno, Knec’s deputy director of Quality Assurance and Archives, noted that an analysis of KCPE and KCSE examination results indicates that students demonstrate commendable performance in Mathematics upon completing primary school; however, a significant decline is observed when they undertake their Form Four examination.

An examination of the 2022 results, for instance, demonstrates that over 80 percent of candidates achieved grades between A and D+ at the Class Eight level, whereas this figure diminished to 17. 46 percent in KCSE.

This unsatisfactory performance placed students’ final examination results in secondary school in Uganda, Tanzania, and Zambia ahead of those of Kenyan candidates. Nevertheless, Otieno commented that this discrepancy does not stem from a challenging curriculum but rather from a stringent grading and assessment framework.

“This underscores the necessity to reevaluate core subjects in senior school, thereby ensuring that Mathematics is undertaken solely by students whose chosen courses necessitate it,” he remarked.

He made these statements yesterday during the inauguration of the second Knec Annual Symposium on Competency Based Assessment in Nairobi.

During an interview conducted on the periphery of the symposium, Nyabundi asserted that students will have acquired the requisite arithmetic literacy by the conclusion of junior secondary school, thus negating the rationale for mandating it in senior secondary education.

“The Competency-Based Curriculum is formulated to enhance foundational skills by the conclusion of junior secondary school (Grade 9),” he stated.

Nyabundi expressed that emphasis could transition toward subjects that align with students’ strengths, such as humanities or vocational skills, to enhance overall academic and learning outcomes.

This development follows a public outcry after the Ministry of Education announced that Mathematics would be an optional subject at advanced levels. Instead, English, Kiswahili or Kenya Sign Language, Community Service Learning, and Physical Education would be compulsory subjects.

However, it is concurrently anticipated that up to 60 percent of students in senior secondary school will opt to take Mathematics, as they will pursue the science, technology, engineering, and mathematics (STEM) pathway.

Otieno contended that the decision to mandate Mathematics is detrimental to students who are inclined toward the arts pathway.

Knec stated that this alteration could potentially rectify the “dismal pass rate below 30 percent” in KCSE Mathematics.

He also remarked that numerous national examination boards in the region adhere to a similar approach.

Simultaneously, the inclusion of Community Service Learning and Physical Education as mandatory subjects has been supported.

Eunice Gachoka from the Kenya Institute of Curriculum Development indicated that research has demonstrated that Physical Education contributes to the development of a well-rounded student.
“Regardless of whether the focus is on psychomotor skills, coordination, or cognitive development, Physical Education has been demonstrated to contribute to the comprehensive development of a student, which is why it is regarded as a mandatory subject,” she stated.

Community Service Learning, she indicated, would foster the emergence of a patriotic and responsible citizenry. This statement follows various speakers addressing the deterioration of social values and patriotism among Kenyans.

1,000 internship opportunities for graduates in ICT and education with ICT in the Ministry of education

The Ministry of Education has advertised 1,000 internship opportunities for graduates in ICT and education with ICT. The interns will support digital learning in public schools across the country. Check full details below;

INFORMATION COMMUNICATION TECHNOLOGY INTERNSHIP FOR DIGITAL LITERACY PROGRAMME (IIDLP) – 1000 POSTS

The Ministry of Education, State Department for Early Learning and Basic Education invites recent University graduates in ICT and Education with ICT to apply for Information Communication and Technology Internship Programme.

The Ministry through the programme is looking for young interns for a 12 month internship programme to support the Digital Literacy Programme (DLP) at the Sub-County level.

Duties and Responsibilities

An intern at this level will be responsible to the Sub County Director of Education in performance of his/her duties.

Specific duties and responsibilities will entail:

  • Support of E-Learning and content development in line with the schemes of work
  • Provide class support and training of Primary School teachers in use of digital literacy devices
  • Support implementation of the Digital learning programme
  • Carrying out innovations to enable schools improve on use of digital learning.
  • Provide support in safe, secure and ethical use of technology in learning
  • Assist teachers by integrating ICT in delivery of teaching, learning and assessment
  • Support school staff with development and production of key school policies and procedures
  • Provide first line support and maintenance of ICT services in the schools

See also;

Requirements for appointment

For appointment, an applicant must have:-

  • Graduated with a Bachelor’s degree in Education with specialization in Information Communication Technology or a Bachelor’s degree in ICT from a recognized institution or its equivalent.
  • Graduated in the last four years from the date of this advertisement
  • Knowledge in networking and infrastructure, applications development, information security and project management
  • Ability to integrate ICT with Education in terms of E-Learning and content development.
  • Requisite skills to carry out research and innovation to support the Digital Literacy Programme.
  • Should be ready to be deployed to a Sub County Education Office on full time basis.
    HOW TO APPLY:
  • All interested and eligible applicants MUST complete an online application form through this link; https://dlpinterns.education.go.ke
  • All Applications must be specific to a Sub-County.
  • The Ministry of Education is an equal opportunity employer and is committed to diversity and gender equality. Persons living with disability (Pwds) are encouraged to apply.
  • Canvassing will lead to automatic disqualification.
  • All applications must reach this office via the link provided above on or before 15th October, 2020.

Education news today- Schools to receive FSE funds

Secondary schools will receive free education funds this week. This is according to Education Cabinet Secretary Prof. George Magoha. He said secondary schools will receive close Sh15 billion.

“We shall release the money next week (this week) to schools and therefore no one should try to cause panic or anxiety,” He said on last Thursday.

According to school heads, their accounts have run dry and they may not adequately prepare for the administration of KCPE and KCSE examinations if the cash is not disbursed.

The Ministry of Education released Sh14.6 billion to fund secondary schools and another Sh4.6 billion for primary institutions when schools reopened in January this year.

Popular stories;

The government’s financing model of free education is spread in a 50:30:20 ratio meaning that half the money is sent during the First Term, 30 per cent in the Second Term and the balance released in Third Term.

In total each learner in all public secondary schools receives Sh22,244 per year under the government’s Free Day Secondary Education (FDSE) program. Of this Sh9,400 goes into operations including Personal Emoluments (Salaries and wages for BOM staff).

 TABLE SHOWING THE FDSE Structure

S/NO. ITEM AMOUNT (KES)
1 Tuition 4,144.00
2 Medical/ Insurance 2,000.00
3 Activity 1,500.00
4 SMASSE 200.00
5 Other Vote Heads 9,400.00
6 Maintenance and Improvement 5,000.00
7 Grand Total 22,244.00

Other vote heads: local travel and transport, Administration, Electricity, Personnel emolument.

The ministry uses data for learners registered with NEMIS (national education management information system).

Form one admission 2021 (How to get your selection results through SMS)

2021 form one selection results can be received through the Ministry of Education SMS code 22263. This is the fastest way that 2020 Kenya Certificate of Primary Education (KCPE) candidates can use to know their form one placement results. These results are always available once the selection process is completed.

HOW TO SEND AN SMS TO RECEIVE 2021 FORM ONE SELECTION RESULTS.

It is the responsibility of the Ministry of Education to place all the 2020 KCPE candidates to their secondary school of choice. The Ministry places the students to all public National, Extra County, County and Sub County schools.

Placement of the KCPE 2020 candidates is done based on criteria set by the Ministry of Education. Top on the list of factors that the Ministry considers is the candidate’s performance (total marks) in the KCPE 2020 examinations. Students with the highest scores (Over 400) are always placed at National Schools.

The vice versa is versa is true as students with lowest scores are placed in Sub County schools.

Another criteria that is considered is affirmative action; where the cut off marks for form one selection is lowered considerably for vulnerable groups of students.

The general performance at the KCPE examinations is also a key determinant in determining the cut-off points for the various categories of schools.

Last, but not least, the form one admissions is pegged on the specific schools’ Form one capacities. This is the maximum number of form one students that a school can accommodate; based on the available space and physical facilities. Schools can request for change of 2021 form one placements (Adjustment of school’s form one capacity).

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.

After the application, the Ministry reviews and adjusts the school’s form one capacity; usually by allowing the school to admit more form one students.

SIMPLIFIED PROCEDURE FOR CHECKING 2021 FORM ONE SELECTION RESULTS.

Follow the steps below to easily get your 2021 form one selection results through SMS;

  • Go to SMS (Messages) in your phone and create a new SMS. Enter the recipient number (where to send the sms to) as 22263.
  • Enter your KCPE 2020 index number in full (11 digits); see screenshot below.
  • Once you are satisfied that the index number and recipient details are correct, just send the SMS.
  • Please remember that this is a premium service and you will pay Sh25 per an SMS.
  • In case the SMS from the Ministry of Education delays, kindly be a little bit patient before sending the SMS again. This is because, immediately the placement jresults are announced, there will be many individuals sending same SMSs and this may cause the delays.
  • Finally, only send the placement confirmation SMS once the Ministry of Education formally releases the results to the public.

Next, it is time to download your 2021 form one admission letter online. See the simplified procedure here; How to download 2021 form one admission letters online.

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Updated School Calendar Dates 2024 Academic Year

New Updated School Calendar Dates 2024 Academic Year

The Ministry of Education has unveiled the revised and final 2024 school academic calendar dates to apply for both pre-primary, primary, the secondary schools and teachers training colleges in Kenya.

According to the ministry , 2024 term one will open on January 8, 2024 and will run up to April 5, 2024, for 13 weeks.

Then all schools will then proceed for half term on February 29 to March 3 for 3 days.

Learners will then go for the April holiday beginning April 8 to April 26, 2023 which will be three weeks.

New School Calendar Dates 2024

Term two will kick off from April 29 to August 2 taking a period of 14 weeks and proceed for half term from June 20 to June 23.

There will then be closure of schools for the August holiday from August 5 to August 23 which is three weeks.

Third term schools will begin the Kenya Primary School Education Assessment (KPSEA) plus the Kenya Intermediate Level Education Assessment from October 28 to October 31 which is four days.

KCSE examination are expected to run from November 4 to November 22 which is three weeks as per to the school calendar 2024 .

The calendar nder further specifies tht all Schools will then proceed for the December Holiday from October 2024 to January 3 ten weeks.

Teacher training colleges

For the teachers training college which includes a Diploma in Teachers Education (Secondary), a Diploma in Primary Teacher Education and a Diploma in Early Childhood Teacher Education, there is also ministry calendar.

Term one starts on January 8 and close on April 5 13 weeks.

Students will thereafter proceed for the April holiday from April 8 to April 26 three weeks.

The second term , colleges will open on April 29 and close on August 2 14 weeks.

There will be an August holiday tht will begin on August 5 to August 30 four weeks.Third term will begin on August 26 to November 8 which is 11 weeks.

Conclusion

As per to the ministry,all the December holidays for this level will start from November 11 2024 to January 3, 2025, which is eight weeks.