Best and Top County Secondary Schools in Busia County

Best and Top Performing Schools in Kenya- Are you looking for the list of the best and top performing secondary schools in Busia County. Below is a list of all the best County Secondary Schools in Busia County.

For complete information on all schools in the country, visit the Schools’ Portal. Here you will find contact details, location, KCSE performance analysis and fees details for all schools in Kenya.

BEST COUNTY SECONDARY SCHOOLS IN BUSIA COUNTY

School Knec Code  School Name Category Type Location
35601101 ST. MATHIAS’ BUSIA SECONDARY SCHOOL County Boys Busia
35601102 OUR LADY OF MERCY County Girls Busia
35606104 MODING HIGH SCHOOL County Mixed Busia
35606106 KATAKWA SECONDARY SCHOOL County Mixed Busia
35606107 S A ABOLOI SECONDARY SCHOOL County Mixed Busia
35606108 ALBERT EKIRAPA SECONDARY SCHOOL County Mixed Busia
35606116 ST MARTIN’S MWARI SECONDARY SCHOOL County Mixed Busia
35606202 ST JOSEPHS KOCHOLIA SECONDARY SCHOOL County Mixed Busia
35606203 ST.THOMAS AMAGORO GIRLS SECONDARY SCHOOL County Girls Busia
35606204 ST. AUGUSTINE KAMOLO SECONDARY SCHOOL County Mixed Busia
35610102 JOHN OSOGO SECONDARY SCHOOL County Boys Busia
35610103 ST.CECILIA NAMENYA GIRLS SCHOOL County Girls Busia
35610106 ST ANNE’S BUNYALA GIRLS SECONDARY SCHOOL County Girls Busia
35620102 ST. MARY’S AMUKURA GIRLS HIGH County Girls Busia
35623101 BUHUYI SECONDARY SCHOOL County Mixed Busia
35623103 ST. CLARE BUTULA GIRLS’ SECONDARY SCHOOL County Girls Busia
35623104 LUGULU A.C SECONDARY SCHOOL County Boys Busia
35623106 BUKHALALIRE  SECONDARY  SCHOOL County Boys Busia
35623107 ST. JOSEPH’S BUMUTIRU SECONDARY SCHOOL County Mixed Busia
35623108 BUJUMBA BOYS’ SECONDARY SCHOOL County Boys Busia
35623124 BUJUMBA GIRLS’ SECONDARY SCHOOL County Girls Busia
35629104 ST THOMAS AQUINAS MADENDE SECONDARY SCHOOL County Mixed Busia
35629106 MALANGA MIXED SECONDARY SCHOOL County Mixed Busia

2022 Equity Bank Wings to Fly Scholarship application Form- Simplified Application Guide

 Equity Bank Wings to Fly Scholarship application Form 2022

2022 Equity Wings to Fly Scholarship are open for application online for KCPE candidates that will join secondary school in 2022. Below is the simplified application procedure and where to download forms online.

What is Equity Wings to Fly Scholarship?

Equity Wings to Fly Scholarship is a program sponsored by Equity Group Foundation and MasterCard Foundation that helps in paying secondary school fees and meeting other learning needs for students who come from poor backgrounds and have excelled in their KCPE 2022 examinations.

Forms for Equity Wings to Fly Scholarship 2022 and Deadline

You can fill Wings to Fly scholarship application form online using this page: Wings to Fly Application forms Online. We have provided the procedure below.

How to apply for Equity Wings to Fly Scholarship 2022

To apply for the Wings to fly scholarship 2022, fill out the application form online using the procedure below:

  1. Go to form page: Wings to Fly Application forms Online
  2. Register by entering valid email and phone number
  3. You will receive a activation code via email
  4. Enter the confirmation code
  5. Click activate account
  6. Proceed with filling your application details (Academic, Family Information and  Evidence of need)
  7. Download recommendation and declaration form. Fill it, scan and upload it.
  8. Click Save Changes. You are done

Requirements of  Qualification for Equity Wings to Fly Scholarship 2022

Some of the factors that will determine whether you are eligible for the Wings to fly 2022 scholarship include;

  1. You must be in the top 5th percentile in your sub-county interms of marks.
  2. You must be from an economically disadvantaged background (Orphan, guardians with disability and can’t support you, parents with chronic illness, disabled needy parents e.t.c)
  3. You must be a Kenyan Citizen
  4. You must have your result slip

What does the Wings to Fly scholarship cover?

Once you are awarded the wings to fly scholarship you will enjoy the following benefits;

  • Tuition fees payment for four years
  • Books upto form four
  • School  uniforms upto form four
  • transportation and pocket money upto form four

Equity Wings to Fly scholarship Contacts

You can contact Wings to fly through;

  • Phone Number: +254 (020) 2744000, +254-711 025000, or +254-734 108000
  • Email: info@equitygroupfoundation.com
  • Offiial Website: https://equitygroupfoundation.com/wings-to-fly/

KCSE best ranking secondary schools in Vihiga County

KCSE Best and Top Ranking Secondary Schools in Kenya- Are you looking for the list of the best and top performing secondary schools in Vihiga County? Below is a list of all the best Secondary Schools in Vihiga County. The list features the best schools plus their Knec codes.

Extra County High schools form the second level of secondary schools in Kenya; after National Schools.

For complete information on all schools in the country, visit the Schools’ Portal. Here you will find contact details, location, KCSE performance analysis and fees details for all schools in Kenya.

BEST SECONDARY SCHOOLS IN VIHIGA COUNTY

See also; List of all County secondary schools in Kenya

School  Code School Name Category Type Cluster
38604101 VIHIGA FRIENDS HIGH SCHOOL Extra County Boys C1
38604102 MUDAVADI GIRLS HIGH SCHOOL Extra County Girls C2
38604107 MADIRA GIRLS’ HIGH SCHOOL Extra County Girls C3
38604109 ST. CLARE’S MARAGOLI GIRLS Extra County Girls C1
38618201 EMUSIRE HIGH SCHOOL Extra County Boys C1
38619101 GOIBEI GIRLS HIGH SCHOOL Extra County Girls C2
38619102 NYANG’ORI BOYS HIGH SCHOOL Extra County Boys C1
38619103 TIGOI GIRLS SECONDARY SCHOOL Extra County Girls C3
38619201 FRIENDS SCHOOL KAIMOSI GIRLS Extra County Girls C1
38619203 FRIENDS SCHOOL KAIMOSI BOYS SECONDARY Extra County Boys C3
38619204 ST. PAULS ERUSUI GIRLS HIGH SCHOOL Extra County Girls C2
38622102 MOI GIRLS’ SECONDARY SCHOOL-VOKOLI Extra County Girls C1
38622202 FRIENDS SCHOOL – MBALE Extra County Boys C1
38622203 FRIENDS SCHOOL KEVEYE GIRLS Extra County Girls C1
38622207 IGUNGA GIRLS’ HIGH SCHOOL Extra County Girls C2
38633204 HOBUNAKA SECONDARY SCHOOL Extra County Boys C3
38633210 EBUSAKAMI GIRLS SECONDARY SCHOOL Extra County Girls C2

Bunyore Girls High School; KCSE Performance, Location, Contacts and Admissions

Bunyore Girls High School is a national school located in Vihiga County. This article provides complete information about this school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

BUNYORE GIRLS HIGH SCHOOL’S PHYSICAL LOCATION

Bunyore Girls High School is a national school located in Emuhaya, Vihiga County; Western Region of Kenya. It is a girls’ only boarding school.

BUNYORE GIRLS HIGH SCHOOL’S INFO AT A GLANCE

  • SCHOOL’S NAME: Bunyore Girls High School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: National School
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: located in Emuhaya, Vihiga County; Western Region of Kenya.
  • SCHOOL’S KNEC CODE: 38600003
  • SCHOOL’S OWNERSHIP STATUS: Public
  • SCHOOL’S PHONE CONTACT: +254 020 2311912
  • SCHOOL’S POSTAL ADDRESS: P.O.Box 165, Maseno 40105
  • SCHOOL’S EMAIL ADDRESS: info@bunyoregirlschool.sc.ke
  • SCHOOL’S WEBSITE: https://www.bunyoregirlschool.sc.ke/

BUNYORE GIRLS HIGH SCHOOL’S BRIEF HISTORY

Below is Bunyore Girls High School’s history as provide by the school;

‘Bunyore Girls High School in Emuhaya, Vihiga County was established by the Cramers Missionaries from South Africa as a commercial training centre in 1905.

The Cramers Missionaries from South Africa visualized Kima Mission (founded in 1905) as a commercial training center for girls who would be taught to live together as Christians and then go to nearby villages to teach Sunday School (Isanda). In 1930, the Ludwigs (American) set up Kima Girls School under the Church of God management. There were 12 students and 3 teachers.

The headmistress was Mrs. Ludwig. Only two classes operated – standard 1 and 2 and subjects taught were Religious Instructions, Arithmetic, Vernacular, Needlework, English, etc. Mrs. Ludwig stressed needlework and the school excelled in this in the whole country. Because of this together with good Christian based discipline, Kima Girls became highly valued for wives throughout Kenya.

In 1936, the school had grown up to class 5, and there were 30 girls. Cookery and Kiswahili were added to the curriculum. A boys’ school was operating adjacently. In 1944, the school was a fully-fledged primary and intermediate school with classes up to standard 8, each with about 25 girls. Some teachers were shared with the boys’ school close by.

The first K.A.P.E. (Kenya African Preliminary Examination) was done at Kaimosi, for lack of facilities. In 1945, this was rectified. In 1946, the boys’ school was shifted to Ingotse for lack of room. Mrs. LaFont became headmistress.

In 1951, Mrs. Browlier and Miss Schneider relieved Mrs. LaFont who was on leave. In 1952, Mrs. LaFont moved standard 1-4 to the present Kima Primary School, while Bunyore Girls’ High School remained the intermediate classes 5-8.

Because it was an outstanding school, conditions for entry were tougher and in addition to the C.E.E. (Common Entrance Examination), a special interview was necessary. Consequently, passes at Kenya African Preliminary Examination (K.A.P.E.) were high and numerous. At this time the school had an enrollment of 35 pupils per class. The school continued to enjoy the reputation of best Domestic Science results and best behaved and qualified girls.

In 1964, the first Form 1 class arrived and the last standard 5 selection was done. In total there were 105 primary school girls and 25 in Form 1. This last primary class left three years later as Certificate of Primary Education (C.P.E.) was now in standard 7. In 1967, the school attained a full Four-year course with single streams and the first Cambridge Local Examinations (C.L.E.) was done with 20 entries. Rev. Rebecca Litunya was the head girl in that year. The school results in K.P.E. were quite good having 100% passes in the years of 1950, 1953, 1955, 1956 and 1964.

The first Form 4 Class of Bunyore Girls’ School which was in 1967 had a candidature of 21 girls. Their results in the Cambridge Local Examination were quite impressive i.e. Division I – 2 ( Priscilla Obwogo, later Mrs. Priscilla Were, the former Principal of the school with Grade Aggregate of 22 and Ellen Harun with Grade Aggregate of 21), Division II – 3, Division III – 11, G.C.E. – 3 and Fail – 2.

The school had a pass of 90.5% in that examination. In 1968, the Church of God management handed over Bunyore Girls’ School to the Ministry of Education. Miss. Bannister replaced Mrs. LaFont as headmistress. The school had a total of 180 students i.e. Form1 – 74, Form2 – 37, Form3 – 36 and Form4 – 33. In 1969 a second stream was introduced. Mrs. Hellen Omoka became the first African headmistress. There were about 40 students per class.

In 1970, Miss. Rose Oduol replaced Mrs. Omoka. So she too gave way to Miss. Patriciah Ododa in 1971. In 1972, Miss. Ododa handed over to Miss. Jessica Ngoya. Total enrollment was 410 students. A Harambee stream was introduced where students would sit for the Kenya Junior Secondary Examination (K.J.S.E.) at Form 2. In 1974, Mrs. Priscilla Were took over from Miss. Ngoya.

There were 12 classes (4 moderns) with about 514 students with 16 teachers. There were 2 laboratories shaped to fit 200 students, a dining hall, a bookstore, a small prayer room, 9 teachers’ houses, 4 subordinate staff houses, 7 dormitories (3 new, 4 small and old), a school store, 2 shower blocks, one sanitary block and an old office block.

All these were crowded at 2.5 acreages. In 1976 with the untiring efforts of Mrs. Were, teachers, the board and Harambee support, this was expanded to 6 acres. Gigantic work to fill the valley and level the ground next to Wekhomo Market immediately started, with close co-operation from the Ministry of Works. In 1977, the Ministry of Education granted funds for a new, bigger sanitary block that was built.

The dining hall was expanded, and a stage annex was added. Work was started on two modern staff houses. The campaign for higher academic standards reached its climax in 1977, culminating in delightful and surprising E.A.C.E. (East Africa Certificate of Education) results: Division 1-12; Division II-32; Division III-41; Division IV-20; Failures – 10.

These results were second only to Mukumu Girls’ High School in the province. Suddenly Bunyore Girls’ High School became the envy of everybody around us. The Ministry of Education could not help but grant the first Form V Arts class in June 1978 after a long struggle by the headmistress and the community.

So by 1978, Bunyore Girls’ High School had three government streams at ‘O’ Level and one ‘A’ Level (Arts Stream). The last E.A.C.E. examination was done in 1979. The Kenya Certificate of Education (K.C.E.) was first done in 1980 and was phased out in 1987.

In 1988, there was no secondary school examination in the country due to a change in the education system. That is why in 1989, two sets of examinations were done; the last ‘A’ Level examination and the first K.C.S.E. (8-4-4) examination.

The school excelled also in sports and continued to feature prominently in Music and Netball. In 1978 the school made an impact at the National level in Music, Elocution, Traditional Dancing, and sports. Students’ discipline was quite high.

At that time the staff comprised of 24 teachers, headed by Mrs. Were and assisted by Mrs. Ruth Otemba (who joined Precious Blood GHS in Nairobi in 1985). Later, the Chapel became the library (now Junior Library). The bookstore became a classroom and the books were being stored in part of the kitchen store.

Members of staff still had to seek accommodation outside the school compound. Dormitories were inadequate. Clearly, there was room for expansion. The first ‘A’ Level examination was done in 1979. In 1982, the school got the second ‘A’ Level stream offering Sciences.

In 1985 the Government of Kenya changed the Education System from the previous 7-4-2-3 to the current 8-4-4 system. Because of this, the first Form 1 of the 8-4-4 system of Education was admitted in 1986 as the ‘A’ Level students were being phased out.

This went on up to 1989 when the last ‘A’ level Examinations and the first K.C.S.E. (Kenya Certificate of Secondary Education) examinations were done. Mrs. Priscilla Were will go down in history as the longest-serving Principal of Bunyore Girls’ High School for 17 years from 1974 to 1991.

Mrs. Were handed over the mantle to Mrs. Irene Aderi in 1991, who served shortly before handing over to the late Mrs. Ketry Mbai in 1992. Mrs. Mbai handed over to Mrs. Esther Achiko Muhanji in  1996. Mrs. Muhanji, a teacher of Home Science had been posted to Bunyore Girls’ in 1976 – 1991.

She rose through the ranks to become head of the department.  She left briefly to go and head Kilingili Secondary School from 1991 to 1996. On returning, the former Principal found Bunyore Girls on the downward trend. To quote her, she always said, “I took the school by the horns,” streamlining all areas especially student and staff discipline and general outlook until the school regained its lost glory.

The former Principal changed the face of this school through a co-operative Board of Governors, chaired by Mr. Samson Munika; and the Parents Teachers Association. Three monumental structures sprang up in record time. The Administration Block – housing all the main offices, classes and library was completed and inaugurated by the former President H.E. Daniel Toroitich Arap Moi in 2001.

A Dormitory Complex with a capacity to host 500 girls followed suit and was also completed and dedicated by the former Vice President H.E. Moody A.A. Awori in 2004. The last in her cap of achievements was the construction of the Science Complex which was inaugurated in 2006 by the then Education Secretary, Prof. George I. Godia.

In terms of transport, for a long time, the school had an Isuzu truck (now nicknamed kukhu-meaning grandmother). In 2006, the school acquired a new 51-seater Isuzu Bus and a 14-seater van. In terms of academic standards, the school’s mean score improved steadily from 6.607 (C+) in 1996 to 9.101 (B) in 2006 being the best (at that time) since the establishment of the 8-4-4 system of education.

In recognition of all these achievements, the former Presidents: H.E. Daniel Arap Moi and H.E. Emilio Mwai Kibaki decorated the Principal, Mrs. Esther Muhanji, with two medals; Head of State Commendation (HSC) and Order of Golden Warrior (OGW) respectively.

In addition, the school was made a KNEC marking center and SMASSE center both coveted assignments for any school in Kenya today.

In the 2007 K.C.S.E., Bunyore Girls’ High School produced the second-best overall female student in the country, Mary Mukusa. In the same year, the school attained a five streams status. In January 2008, upon her retirement, Mrs. Esther Muhanji handed over the school to Mrs. Rose Wayeta Waswa Shitsama.

Before she became the Principal of Bunyore Girls’ High School, Miss. Waswa had been a teacher in this school. The current Principal was first posted to Bunyore Girls’ in 1988 to teach Biology and Geography. Due to her dedication and commitment to work, she rose through the ranks to become a Dean of Studies and later the Deputy Principal.

Because of her exemplary leadership skills, Miss. Waswa was promoted to go and head Friends School Igunga Girls and later Moi Girls’ Vokoli both in Vihiga County. When Mrs. Muhanji retired in 2007, she was the only suitable replacement as the Principal of Bunyore Girls’ High School from 2008.

Mrs. Shitsama is a God-fearing, humble, soft-spoken but the firm lady in her administration. She has steered the school and we have all seen its steadfast growth. In terms of enrollment, the school has grown to a six streamed school since 2011 with an average of 55 students per stream.

Academically, the school has been on an upward trend from the record set by Mrs. Muhanji in 2006 of 9.101 (B) to 9.300 (B) in 2008, 9.4896 (B) in 2010 and the best being 9.6844 (B+) in 2014. The first K.C.S.E. examination results of Bunyore Girls’ High School were above average.

Out of 135 candidates in 1989, we had 1 – B+, 13 – B-; 31 – C+; 59 – C; 16 – C-; 10 – D+; and 1 – D-, posting a mean score of 6.012 (C plain). Over the years our results have been improving. For instance, in 1993 our mean score was 7.5292 (B-), in 2000 it was 8.1756 (B-), in 2004 it was 8.7027 (B), in 2006 it was 9.1010 (B).

Our Best KCSE examination results were in 2014 where out of 263 candidates, we managed 12 –A, 64 –A-; 82 –B+; 58 –B; 31 – B-; 13 – C+ and 3 – C posting a mean score of 9.6844 (B+ – the first-ever). During Mrs. Shitsama’s tenure as Principal, and because of consistently good performance in K.C.S.E. examination results, the school was elevated from a Provincial School to a National School in May 2011.

In January 2012, we admitted the first National School students who sat their K.C.S.E. examinations in 2015. Our target for 2015 K.C.S.E. is 10.5 (A-). In terms of infrastructure, Mrs. Shitsama’s first mega project was the construction of the modern Ruthfisher Dormitory Complex which was dedicated to God in 2011 by The Rt. Rev. Dr. Byrum A. Makokha (Arch-Bishop of the Church of God in East Africa – Kenya, the sponsor) and was inaugurated by The Rt. Hon. Prime Minister, Dr. Raila Amollo Odinga the same year.

This was followed by a modern storied staff houses unit (with 12 units) which was dedicated in 2013 by Rt. Rev. Dr. Byrum A. Makokha. She is currently working on an ultra-modern Dining Hall complex which was a G.o.K Project when the school was elevated to national status in 2012.

The school has a French Regional Resource Centre since 2010 and a G.o.K ICT Project center since 2011, among others. Above all, we have a beautiful compound.  In a nutshell, Bunyore Girls’ High School is the academic hub of Western Province (now Nzoia Region).

In 2013, the school bought a brand new photo-printing machine and computers. The school acquired a new, more powerful generator in 2014. In terms of transport, under Mrs. Shitsama’s tenure, the school has purchased a new modern bus; the MAN (Machine Ainsberg Nosberg), a 67-seater bus which arrived on the school compound on 6th November 2015.

Thanks to the efforts of the parents in acquiring the new school bus. At present (in 2015) there are 46 TSC Teachers, 15 BOM Teachers, 15 non-teaching staff, 25 subordinate staff, and 1203 students. Bunyore Girls’ High School community is, therefore, a community of 1304 people.’

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BUNYORE GIRLS HIGH SCHOOL’S VISION

BUNYORE GIRLS HIGH SCHOOL’S MISSION

BUNYORE GIRLS HIGH SCHOOL’S MOTTO

The school’s Motto is; ‘United We Excel.’

BUNYORE GIRLS HIGH SCHOOL’S CONTACTS

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications:

BUNYORE GIRLS HIGH SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

BUNYORE GIRLS HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2018 Kenya Certificate of Secondary Education, KCSE, exams the school registered a total of 266 candidates who managed to score a mean of a B+(plus) with a performance index of 66.894. In 2019, the school had a total candidature of 363 students.

Also read;

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BUNYORE GIRLS HIGH SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

Life and times at Bunyore Girls’ High School/ In pictures.

Also read:

KCSE GEOGRAPHY PAPER 2 REVISION QUESTIONS & ANSWERS

  1. (a)(i) What is nomadic pastoralism?

        Nomadic pastoralism involves constant or seasonal movement/migration of nomads and their livestock (cattle, goats, sheep, donkeys and camels) from one place to another in search of green pastures and water.

        (ii) Name four nomadic communities in Africa.

  • Maasai
  • Fulani
  • Nubia
  • Hottentots
  • Tuareg

 

  • State five characteristics of nomadic herding.
    • Seasonal movement of nomads and their livestock
    • Cattle are kept as a sign of wealth
    • Large herds of cattle with uncontrolled breeding are kept
    • There are high incidences of diseases
    • Poor marketing of the animals and their products
    • Many kinds of animal (cows, goats sheep, donkeys etc.) are grazed together
    • Little or no crop is grown as much attention is turned to animals
    • Lack of organized land tenure where land is communally owned

 

  ( c )  Give four problems facing nomadic pastoralism.

  • Extensive droughts cause water shortages and lack of pasture leading to deaths of livestock
  • Wild animals may attack the nomads and their livestock
  • Lack of proper shelters expose the pastoralists to the hazards of bad weather such rainstorms
  • Floods may destroy pastures for the nomads
  • Cattle rustling leads to loss of livestock and endanger the lives of the nomads
  • Overstocking leading to overgrazing and consequent land degradation and soil erosion
  • Pests and diseases affect the health of animals lowering their productivity or causing death

( d ) Highlight five undertakings by the government of Kenya aimed at improving the livestock industry.

  • Introduction of exotic breeds/cross breeding with indigenous breeds. This ensures high quality production and hardiness
  • Provision of extension officers who offer or are supposed to offer necessary pieces of advice to the farmers
  • Dams and water reservoirs have been built to ensure steady supply of water required for animal production
  • Funding research in animal disease control and management
  • Government have at times subsidized fertilizer prices used to improve pasture
  • Farmers are encouraged and taught to adopt modern methods of rearing and breeding beef cattle
  • The government has decentralized prices of meat to enable farmers maximize profits
  • The creation of the now defunct Kenya meat commission

 

  • Discuss how cattle ranching contribute to the economy of Kenya.
  • Earns foreign exchange when livestock products e.g. hides, skins, milk etc. are exported
  • Promotes the development of industries such as Kenya co-operative creameries (KCC), leather industries (e.g. Bata Shoe Company etc
  • Creation of employment opportunities in the ranches, industries and other related sectors
  • Promote improvement of transport and communication network
  • Supply high quality stock for beef/food, thus contributes to the improvement of health
  • Contributes to increased standard of living
  1. (a) State at least three features of ranching.
  • Little or no migration.
  • Ranches are scientifically managed.
  • Continuous cover of green pastures of either native or re-sown selected grasses e.g. alfalfa, lucern and clovers.
  • The animals are raised for sale.
  • Commercial grazing supports the development of towns and communication systems.

 

  • Give at least two problems facing pastoral communities in Kenya today.
    • Limited grazing land.
    • Animal diseases and pests
    • Multiplicity of political boundaries.
    • Epidemics
    • Lack of better management skills.
    • Poor marketability
    • Harsh climatic conditions.

 

( c )    Differentiate between floriculture and viticulture.

Floriculture refers to the planting, caring and marketing of   flowers like roses while viticulture refers to a very intensive form of farming requiring not only good conditions of moisture, temperature and soil, but also much personal care if the grapes are to be of high quality.

 

  1. List five problems facing cotton farmers in Kenya.
  • Cotton plants are attacked by pests and diseases
  • Unpredictable climatic conditions
  • Increased soil infertility
  • Sub-standard production methods
  • Production is very demanding making cotton unpopular
  • Low cotton prices, thus lack of incentives for farmers
  • Co-operatives which market it have managerial problems
  • Importation of second hand clothes causes cotton to lose market
  1. (a) Explain how any two climatic factors influence crop farming in

            Kenya.

  • Temperature: The degree of warmth, duration and intensity of sunshine affect crop maturity. Many garden crops and crops, for example, are not able to withstand extreme diurnal temperature variations. Sunshine accelerates ripening and improves the quality of the final products. The quality of pyrethrum decreases as temperature increases. Temperature is also important in determining the water content of soil and influences the rate of photosynthesis and the general growth of plants.
  • Moisture: Moisture refers to the water available either from the atmosphere or from the ground. The distribution and actual availability of moisture is important for crop farming. Different crops have different moisture requirements. For example, while cotton is supported by about 750mm of rainfall, this amount is inadequate for tea growing. In cases of inadequate moisture crops adapt themselves through various mechanisms including having thick barks to prevent excessive loss of water, long taproots and needle like leaves.
  • Winds: Strong winds may be detrimental to farming of some crops e.g. coffee. Winds also accelerate evaporation directly from the soil and also affect transpiration. In West Africa, for example, winds have a marked effect on the cocoa plantations as they always threaten the pods that hung precariously on the plants. Conversely, sea breezes and light winds are advantageous to plants like coconuts and coffee. Where winds are a hazard to crop growth, shorter crops like cotton stand better chances of attaining maturity.

 

    (b) Differentiate between horticulture and market gardening.

        Horticulture refers to the intensive cultivation of vegetables, fruits and flowers for sale while market gardening is the intensive cultivation of vegetables and fruits for sale.

 

  1. (a) Explain the factors that have led to the increasing demand for fresh fruits and vegetables in Kenya.
  • The growth of towns in Kenya. Market gardening is now widely practiced to meet the demands of urban centers. As urban centers expand the local demand for fresh fruits and vegetables also increases.
  • The temperate lands in Western Europe offer good market for Kenyan horticultural products, especially during winter when tropical vegetables, fruits and flowers are in high demand.
  • There is increased awareness among the population on the importance of good health, which go hand in hand with good diet.
  • Increased population in Kenya as a whole and in the urban centres in particular leads to a higher demand as there are many mouths to be fed.

 

    (b) (i) Outline the steps followed in cultivation of paddy rice in

              Mwea.

  • Rice seeds are planted in nursery beds
  • Plots with bunks/ridges are prepared. The canals from the main canal lead water into the plots
  • The paddy fields are flooded to a depth of 10cm
  • Tractors hired from National Irrigation Board (NIB) are used for ploughing
  • Seedlings 15cm long are transported into the flooded fields
  • The fielded seedlings are cultivated and weeded as the rice continues to grow
  • The field are then drained to allow the rice to ripen up
  • When the rice is ripe, it is then harvested

 

       (ii) What has led to the sound economic position of the scheme?

  • Assistance from the German government has helped to increase acreage under irrigation. They have provided technical know-how and machinery
  • The two tributaries of River Tana (Thiba and Nyamindi) ensure regular and reliable supply of water

 

  • Due to the shape of Mwea plains/slope of the land, 4,000 hectares can be irrigated from the runoff of River Thiba eliminating the need for expensive storage facilities
  • Sound/good management has ensured high standards of discipline among tenants necessary for the success of the scheme
  • Agricultural research officers who carry out research regarding the crop and advise farmers accordingly

 

    ( c ) Explain five factors that have contributed to the Prairies becoming an important wheat production area.

  • Extensive tracts of land: Canada has a total land area of 9,221,000km square supporting an estimated population of 26, 104,000 people. Out of these 76% live in urban centers with only 6.5 million people in the vast countryside. This situation has enabled large-scale mechanized wheat cultivation.
  • Elaborate transport network: Canada has an elaborate railway network that criss-crosses the prairies. This has enhanced the region’s ability to offer mass transport services of wheat and labour to urban markets and coastal ports.
  • Climate: The Canadian wheat belt lies in the temperate belt with summer temperatures of 15 degrees centigrade and a mean annual precipitation of about 450mm. These are ideal conditions for wheat cultivation. Furthermore, light rains are experienced during germination. The weather is sunny when the crop ripens and harvesting is in autumn, just before the severe winter conditions of the northern hemisphere.
  • Markets: The large urban population of Canada offers a sizeable domestic market to the wheat produced. What is delivered to these urban centers by means of elaborate road and railway network. Surplus produce is exported to other countries such as the former Soviet Union and the less developed countries of the world.
  • Soils: The sparse countryside population means that the carpet of prairie grass has not been disturbed for long. Thus, humus has accumulated over a long period of time and has led to fertile soils rich in phosphorous and potassium necessary for the growth of wheat.
  • Topography: The undulating topography of the prairies has offered well-drained soils, which are suitable for wheat cultivation. It has also provided ideal conditions for mechanized agriculture.
  • Use of modern technology and machinery has enabled the production of high yields.

 

  1. (a) Give three attributes of Commercial livestock farming.
  • There is little or no migration. This is because food supplies are permanent or are supplemented by fodder crops. The ranches may be large but the ranchers live on permanent farms.
  • The ranches are scientifically managed and high quality animals are reared through selective breeding and shortage of pasture is arrested by cultivation of feedstuffs.
  • There is continuous cover of green pastures of either native grass or re sown selected grasses for example alfalfa, Lucern and clovers.
  • The animal products are usually for sale – both domestic and foreign markets.
  • Commercial ranching leads to growth of towns which act as slaughtering, processing and packing centers. Transport network as roads and railways are set up to link the ranches to the towns.

 

    (b)    State five reasons why sheep farming is receiving government support in Kenya.

  • The sheep supplement beef for local needs and export
  • It is a source of income for the farmers
  • There is dire need to be self reliant on local wool supplies
  • Earns the country foreign exchange when products are exported
  • Sheep rearing creates employment to the fast growing population

 

 

   ( c ) Account for the high population of sheep in Australia.

  • Most of the human population in Australia lives in towns/urban centers. Thus, there are large tracts of land in the countryside suitable for sheep farming.
  • Favourable climatic conditions: Most of the sheep farming is concentrated in the better-watered areas, where rainfall totals are between 380 and 625 mm.
  • Australia has both local and international markets for her wool for example in Japan, Britain and other European countries.
  • Advance in technology has introduced refrigeration facilities that have made it possible to for Australia to export lamb and mutton in chilled (frozen) form.

 

    (d) State three problems facing sheep farming in Kenya.

  • Extensive and abrupt droughts lower production. This has restricted sheep farming to the Kenyan highlands
  • Disease outbreaks that kill sheep
  • Poor market of sheep farming produce
  • Farm inputs are very expensive for small-scale farmers. This has minimized mechanization of sheep farming
  • Inadequate land parcels/pieces of land due to high population growth rate

 

  • (i) State three similarities between dairy farming in Kenya and Denmark.
  • The dairy animals kept in both countries are similar i.e. Ayrshire, Jersey and Friesian.
  • Artificial insemination is used in both countries
  • Dairy farmers in both countries have been selling their products to the co-operatives although the trend is changing in Kenya with market liberalization
  • Both countries market their products both locally and in foreign countries
  • Milk processing in both countries is similar. Dairy products are also similar including liquid milk, cheese and butter

 

 

        (ii) State three differences between dairy farming in Kenya and

             Denmark.

  • Dairy farming in Kenya is outdoor throughout the year. Even when zero grazing is practiced, the cattle can be fed or tethered outdoor. In Denmark, climatic conditions in winter and autumn force farmers to keep their cattle indoor for about six months.
  • Dairy farming is heavily mechanized in Denmark while in Kenya mechanization is lacking in most places.
  • Major dairy farming in Kenya is restricted to the highlands while in Denmark it is evenly distributed all-over the country.
  • Dairy farming in Kenya depends mainly on grass pasture while in Denmark it is mostly dependent on fodder.
  • Dairy products form major foreign earner for Denmark while in Kenya most of the dairy products are consumed locally.
  • Dairy yields are low in Kenya during unfavourable climatic conditions while in Denmark high yields are realized throughout the year.
  • Danish dairy farmers are specialized unlike Kenya where the farmers practice mixed farming
  • Dairy co-operatives are highly developed in Denmark as compared to Kenya.

 

  1. The table below shows Kenya’s coffee sale (prices) in the World market from 1974 – 1983. Study it and answer the following questions.

       

Year 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983
Price per tonne in £  

400

 

390

 

800

 

3800

 

2700

 

1500

 

1300

 

1000

 

1200

 

1100

 

 

 

 

 

 

  • (i) Draw a line graph to represent the data.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii)What are the advantages of a line graph?

  • Gives a good visual impression of the continuity of data
  • It is simple and easy to interpret
  • It is easy to construct

 

    (b) Give reasons why coffee prices in the market have not been

         stable.

  • The production of coffee has not been steady due to climatic hazards
  • Overproduction at other times have lowered the prices
  • Attacks by pests and diseases which thrive in tropical conditions
  • The quota system

    ( c ) Explain why there was a sharp increase in coffee prices during 1976/77 period.

        The sharp increase in coffee prices during the 1976/77 period can be attributed to the fact that during this period coffee in Brazil which is a major producer was destroyed by frost causing a shortage in the World market.

 

    (d) (i) Describe how coffee is handled from planting to marketing.

  • The land is prepared and the seedlings from the nursery are transplanted in rows
  • The young plant is shaded from the sun and watered regularly
  • Mulching is done around the roots to reduce evaporation of water
  • Fertilizers are applied and spraying done to protect the plant from diseases and pests
  • The coffee bush produces after 3-4 years and the red ripe berries are picked by hand
  • In the factory, the coffee berries are weighed and sorted out to keep the farmer’s records
  • The skin is then removed during the processing and the beans are fermented and washed. They are later dried under the sun for two weeks and the beans are bagged and sent to the market
  • Coffee is then sold by auction.

 

       (ii)  Name two districts in Kenya which are major producers of

              coffee.

              Kiambu, Murang’a, Meru, Embu, Nyeri, Kisii and Kakamega.

 

        (iii)  Name any two diseases that affect coffee.

               The common diseases that attack coffee include: Leaf rust,

Coffee berry disease and root rot.

 

  1. (a) (i) Differentiate between Shifting cultivation and Plantation

              farming.

        Shifting cultivation is a farming system where a farm is cleared and cultivated and when the soils are exhausted the farmer moves to another piece of land while plantation farming is a system involving the cultivation of a large piece of land often more than 4 hectares and mainly grows one type of crop.

 

      (ii) Why is Shifting cultivation discouraged in modern times?

  • It is environmentally damaging since it involves clearing and burning of bushes/forests
  • It is an inefficient system since its produce can only support a relatively small number of people
  • It is a wasteful method as land is left to lie fallow for up to two decades
  • The people practicing it usually live low standards of living since yields drop drastically after three to four years of continuous cultivation
  • Creates unemployment to the farmer most of the year hence a waste of human resources
  • It is a labour intensive method and consumes labour and energy which could be used more productively elsewhere
  • It requires large tracks of land which are increasingly becoming unavailable to the ever increasing population

 

    (b) (i) Name two districts where sugarcane is grown on commercial

               scale.

  • Nyando ( Muhoroni)
  • Migori district
  • Mumias

 

     (ii) Explain five geographical conditions that favour Sugarcane

          growing in  Kenya.

  • Rainfall: The sugarcane growing areas receive adequate amount of rainfall annually. Sugarcane requires abundant rainfall of at least 1, 270 mm, if it is to be grown without irrigation. It can also be grown successfully under irrigation in areas receiving moderate rainfall.
  • Soils: Sugarcane needs deep fertile soils, which can retain water. The soil must be well drained thus dump areas with stagnant water are to be avoided. Sugarcane growing areas in Kenya have deep and well-drained soils favouring the cultivation of the crop.
  • Temperature: Sugarcane requires hot temperatures of between 21 and 27 degrees centigrade throughout the year. Sugarcane growing areas in Kenya do experience generally high temperatures most of the year. This supports the cultivation of sugarcane.
  • Topography: The areas also have flat topography, which allows for mechanization of farming and irrigation.
  • Infrastructure: A good infrastructure is needed for transporting cane to the factories. The flat terrain makes transportation to the factories easier.

 

    (iii) Briefly outline the processing of Sugarcane in the factories.

  • Cane is crushed between the rollers
  • It is then boiled with lime
  • Juice is passed over filters to remove any impurities
  • Water from the juice is removed by boiling in the evaporators
  • The juice forms a syrup
  • The syrup is concentrated in a vacuum where it results into sugar crystals
  • Crystals are put in Centrifugal machine which consists of perforate drum which separates molasses from the sugar
  • The sucrose/sugar is then dried, packed and weighed ready for market

 

      (iv) What are the problems that affect sugarcane farmers in

            Kenya?

  • Attack by pests and diseases e.g. smut ratoon stunting
  • Occasionally unfavourable weather which delays sugarcane maturation
  • Fire outbreaks during dry season, which destroys sugarcane
  • Low prices which discourages farmers
  • Inadequate transport services especially in rainy seasons
  • Stiff competition from imported sugar
  • Mismanagement of sugar companies
  • High cost of farm inputs
  • Delay in payments

 

  1. (a) State at least three physical conditions necessary for the growth of cloves.
  • Hot climate throughout the year
  • High temperatures, between 27 – 30 degrees centigrade
  • High rainfall amounts, between 1500 – 2500mm well distributed throughout the year
  • High humidity throughout the year
  • Deep fertile soils

 

(b) State at least four common features of market gardening and horticulture farming.

  • Plots are intensively farmed
  • Require nurseries, greenhouses and irrigation
  • Require expertise advise
  • Farms are generally small
  • They are market oriented
  • Require fertile soils and constant manuring
  • Seeds are selected and spraying of insecticides and pesticides done
  • Mainly fruits and vegetables are grown

 

  1. (a) (i) Name two climatic factors which influence agricultural

           practices.

  • Temperature
  • Moisture
  • Rain/precipitation
  • Winds

 

(ii) Give an example of a fibre crop apart from cotton.

  • Sisal
  • Flux

 

(iii) State three problems facing cotton farmers in Kenya.

  • Attack by pests such as boll weevil/boll worm/stainers
  • Unpredictable climatic conditions/drought and sometimes excessive rainfall
  • Expensive land inputs such as fertilizers and pesticides
  • Poor production/farming methods
  • Lack of incentives for farmers as the cotton prices have remained low
  • Farmers experience marketing problems as the co-operative societies are laced with managerial problems
  • The farmers also face storage problems
  • It is labour intensive leading to high cost of labour
  • There are delays in deliverance of pay to farmers

 

(iv) Outline four advantages that have made Southern States to

      overtake  New England’s position in cotton growing.

  • Southern states have the advantage of large supplies of cheap labour
  • Presence of vast power supplies in form of coal and H.E.P.
  • Easy and better communication with the rest of the country
  • The South possessed many pulp mills where cellulose which is used for production of synthetic fibre was produced
  • Proximity of the cotton industry to the cotton belt

 

(b) (i) Explain three ways through which the German Agricultural

          Team (GAT) has supported the Kenyan government in carrying

          out horticultural  development.

  • Through carrying out horticulture related research
  • Through conducting of in-service courses to horticultural farmers at training institutions
  • GAT assists in the National Horticultural Development programme (NHDP) with a focus in western Kenya, Coast and Taita hills. The programme includes establishment wholesale markets in Nairobi, Kisumu and Mombasa
  • It helps in the propagation of improved planting material and establishment of observation and commercial orchards

 

(ii) Explain why Kenyan farmers are able to supply fruits to the

      markets in Europe throughout the year.

  • Most of the tropical fruits grown in Kenya do not do well in Europe due to climatic variations
  • Kenyan farmers produce a variety of fruits all year round due to warm climate from the coast to the highlands
  • Some fruits in Kenya mature when fruits in Europe are in short supply, thus, there is high demand
  • There is availability of ready market for the Kenyan fruits in Europe due to balanced diet awareness thus promoting fruit growing in Kenya
  • In Kenya fruit production is relatively cheap due to the availability of cheap labour – low labour wage
  • Europe has a high purchasing power due to industrialization, thus, Kenyan horticulture farmers earn a lot of profit from their produce

 

(iii) What is the significance of horticultural farming to the economy

      of the Netherlands?

  • It is a major agricultural export earning the country a lot of income.
  • Farms provide flowers and food to the local population
  • Horticultural success has led to reclamation of land from the sea.

 

( c ) (i) Give two uses of cloves.

  • Clove is used to make vanilla flavouring
  • Clove and the oil obtained from it is rolled with tobacco to make cigarettes
  • Clove oil is used in making perfumes/soap/medicine
  • They are also chewed as stimulant

 

(ii) State one disadvantage of Kenyan top bar bee hive.

  • They have lower occupancy rate
  • They expensive to purchase and maintain

 

(iii) What are the advantages of pig keeping to small-scale farmers in

     Kenya?

  • Pigs are scavengers and can feed on food leftovers and farm wastes
  • Pigs mature quickly, thus provide abundant pork meat
  • Pigs produce many piglets at ago and the production rate is high

 

  • Pig keeping occupies relatively smaller land area
  • They are a source of income when sold

 

  1. The table below shows Kenya’s exports between 1991 and 1994 in million shillings.
Crop 1991 1992 1993 1994
Tea 35 31 32 29
Coffee 32 29 31 28
Wheat 25 20 23 18
Sugarcane 28 24 26 25

 

 (a) (i) Draw a cumulative/compound bar graph to represent the

               above data

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii) Apart from the above named bar graph, name two other types of

      bar  graphs.

  • Simple bar graphs
  • Comparative group bar graphs
  • Divergence bar graphs

(b) Explain why Kenya imports sugar and wheat yet she is a producer of the same commodities.

  • Cane sugar produced in Kenya is sold at higher price than beet sugar, hence Kenya makes a profit by importing beet sugar
  • Crop failure due to droughts/unreliable rainfall leads to shortages necessitating importation to supplement the locally produced wheat
  • Increasing costs of farm inputs leads to low production, hence need to import the commodities
  • Mismanagement of industries leads to their collapse and hence need to supplement local supplies
  • Pests and diseases reduce the amount of commodities produced hence need for importation
  • Sub-divisions of the former large-scale farms due to land pressure has led to a reduction in production
  • Liberalization of trade encourages exports and imports
  • Delayed payments and low price of sugarcane has discouraged small-scale farmers
  • Kenya is not self-sufficient in these commodities because of high population hence need for importation
  • Illegal exports/imports/smuggling/hoarding commodities create artificial shortage necessitating importation

 

( c ) Give three reasons that have made pyrethrum industry successful

       in  Kenya.

  • The payment is on cash terms. This may be fortnightly or monthly on arrangement
  • The extensive services are very elaborate
  • There is free collateral guarantee to the farmers
  • Free technical advice is offered to the farmers
  • There is emphasis on high quality production
  • There is rising demand for natural pyrethrene as it has proved more effective than the artificial pyrethrene

 

 

 

 

 

  • Why has production of Brazilian coffee continued to decline in the recent years?
  • Diversification – introduction of new crops which fetch very high prices
  • Increased competition from other coffee producing countries
  • Climatic hazards, particularly frost has made coffee estates to be replanted with sugarcane and soya beans which are less risky to the farmer
  • The falling profit accruing from coffee

 

(e) State five systematic stages in the processing of tea in a factory.

  • Leaves are withered/dried in the sun to remove moisture
  • Leaves are mechanically rolled to break fibres
  • Leaves are baked/dried over charcoal fire or dried in the sun
  • Leaves are fermented to reduce the acid
  • Leaves are roasted/dried over fire until turns black
  • Leaves are sieved
  • Processed tea is graded, tested and packed for market – domestic or export

 

  1. (a) (i) Name three main varieties of cotton grown in the world.
  • Long staple cotton
  • Medium staple cotton
  • Short staple cotton

 

(ii) How is cotton processed?

  • Open balls are picked and taken to the ginnery
  • At the ginnery, cotton fibre is separated from the seeds
  • The fibre is then washed
  • The fibre is combed or carded to form a rope-like mass called sliver
  • Sliver is fed to spindles to make cotton yarn
  • Yarn is the dyed and made into material
  • The seeds are crushed to yield oil and the residue is used as fodder

 

 

 

(b) State two main physical problems facing horticulture in the

     Netherlands.

  • Poor drainage due to the very flat topography resulting from long periods of moraine deposition by ice
  • Incursions of the North sea giving rise to increased salt content in the soil

 

( c ) (i) What is Apiculture?

  • The practice of raising bees in a hive for the production of honey for commercial and subsistence use.

 

(ii) What factors should be considered in establishing an Aprary?

  • A considerable distance from homes because bees can sting and kill
  • A quiet place away from human noise and roads
  • Shade from direct sunlight as much heat melts the wax
  • Safety of bees from predators such as honey badgers, ants and birds

 

(d) (i) Name three main types of birds raised on large-scale in Kenya.

  • Chicken
  • Turkeys
  • Ostriches

 

(ii) State three economic benefits of poultry farming in Kenya.

  • Farmers get a steady income, thus raise their living standards
  • Feeds and drugs needed on the farm lead to industrial development
  • A locally available source of animal protein, thus, cheaper for consumers
  • Provides employment to many rural people

 

(e) What role is played by pyrethrum growing in the development of

     Kenya?

  • Pyrethrum is a very important earner of foreign exchange
  • The crop diversifies Kenya’s exports, thus, stabilizes the economy

 

  • Provides employment to many small-scale farmers
  • A cheap source of pesticides and insecticides, thus saving Kenya the much needed foreign currency

 

  1. (a) Name any three methods of irrigation.
  • Basin irrigation
  • Overhead irrigation/drip
  • Trickle irrigation
  • Canal irrigation
  • Shadoof Archimedean screw, sakia waterwheel

 

(b) What are the advantages of irrigation over natural water supplies?

  • Irrigation ensures a steady and reliable supply even in arid areas while rainfall may fail in a given year
  • River water used for irrigation may bring in silt which makes soil fertile and leads to more yields unlike pure rain water
  • Enables cultivation throughout the year maximizing use of land while rainfall could be seasonal
  • Water drawn for irrigation may also be used for other purposes in the farm

 

( c ) Explain four physical conditions that favoured the establishment

       of Mwea Irrigation Scheme.

  • Availability of reliable water supplies from river Thiba
  • Presence of fertile black cotton soils with high water retaining ability
  • Gently sloping land making it easy to mechanize and cheaply irrigate by gravity flow
  • Presence of high temperatures favouring rice growing
  • The unreliable nature of the rainfall made it necessary to irrigate
  • The soils were impervious thereby reducing the need to build concrete canals hence lowering costs

 

(d) Identify any two bodies involved in the running of Gezira scheme.

  • The government of Kenya
  • The Gezira irrigation board
  • The local government council
  • The tenants
  • The social development fund

 

(e) Describe any three problems facing the Gezira scheme.

  • Waterborne diseases kill and weaken farmers
  • Pest and diseases as well as some species of birds lower productivity
  • Low payment to farmers due to fluctuation of world prices
  • Hiring of labour is expensive lowering the profits accruing to farmers
  • Siltation of dams lowering water level for irrigation as well as raising costs through dredging
  • Damming of Nile has lowered amount of silt that used to be deposited lowering yields

 

  1. (a) Describe how the Bunyala Scheme was reclaimed.
  • Digging of drainage channels to collect excess water and direct it to the main river
  • Building of river barrages to control flood and regulate water flow
  • Water from the streams has been used to irrigate the rice
  • Through construction of dykes

 

(b) Give any three benefits of the Bunyala Scheme.

  • Floods in the flood plain of Yala and Nzoia have been controlled
  • Land which was initially swampy has been turned into agricultural land
  • Employment is available for the local people
  • Has achieved some control over water-borne diseases

 

C   Describe how land is reclaimed and prepared in the Netherlands.

  • Construction of ring canals to drain water out
  • Construction of ditches within each polder which leads water to a pumping station
  • Drying of land through planting of trees/plants
  • Desalination of the soil through chemical, flushing and planting hardy plants
  • Dividing of land into economic units
  • Laying down of good infrastructure
  • Settling of people in villages
  • Spreading of soils to improve fertility
  • Addition of fertlizers

 

  1. d) Give any three benefits of the delta plan.
  • Control of floods of the area to the South West
  • Improved control and distribution of the region’s fresh water
  • Damming has cut off salination and pollution of inland waters. This has also led to the reduction of salinity of soil hence high yields
  • Islands that were isolated are now within easy reach of developed areas
  • The area is a good site for industry and a tourist resort

 

    (e) Stating the methods, explain the problems hindering the

         effectiveness of  reclamation in the Lambwe Valley.

  • Clearing of bushes to destroy the natural habitat of tsetse flies is hindered by the fact that it can result to serious soil erosion
  • In spraying, the tsetse flies have become resistant
  • Using of traps is difficult as the traps are easily spoilt making it expensive
  • Retaining the wild animals which act as hosts to the disease vector in parks as killing them would affect tourism
  • Sterilization of males to reduce the reproduction of tsetse fly

 

  1. (a) Give three examples of hardwood species found within the

         tropical  regions of West African Coast.

  • Mahogany
  • Iroko
  • Sapele
  • Iron wood
  • Ebony
  • Rosewood

 

 

 

  • Explain the factors that have hindered commercial exploitation of forests in Gabon.
    • Inadequate transport facilities for transporting logs to the coast especially from newly opened up areas situated far away from river Ogoou’e – the only navigable river in the country
    • Lack of pure stands hence difficulty in harvesting for they mature at different times
    • Stiff competition from other World major exporters like Canada and Scandinavian countries
    • Over dependence on timber products makes the country be hard hit by world price fluctuations

 

16 (a) What is agro-forestry?

Agro-forestry is the kind of farming where the farmer grows crops and plants trees besides raising livestock on the same piece of land.

 

  • State three advantages of agro-forestry.
    • Trees act as wind breakers to plants/crops
    • Shades provided by trees reduce/lowers weed growth
    • Trees reduce water and wind erosion by reducing the impact of raindrops and by reducing surface run-off
    • Trees enrich the soil by adding humus and helps in the nitrogen fixation
    • Timber and poles may be sold to earn income to the farmer
    • Trees provide timber for construction of farm structures and fencing
    • Agro-forestry ensures maximum use of soil nutrients
    • Animals provide manures to both trees and crops
    • Trees and crops provide animal feeds/fodder for livestock farming

 

  1. (a) Define the following terms.
    1. Afforestation: Planting of trees where there was none before.
    2. Re-forestation: Replacing trees in a place where some others have been cut.
  • Agro-forestry: The growing of crops and tree plants on the same piece of land.

 

  • What two problems face forestry in Canada?
    • Frequent fires and diseases
    • Harsh cold climatic conditions which slow down tree growth despite reforestation
    • Inaccessibility of some forests during winter and due to ruggedness (steep slopes)

 

  1. (a) State at least two characteristics of softwoods.
  • They grow in pure stands
  • They have straight trunks and are cone shaped
  • They have needle shaped leaves
  • They are ever green

 

    (b) Give reasons to show why temperate hardwoods have been

          overexploited.

  • They are easy to exploit since the number of species in a unit is less compared to the tropics
  • They are durable and strong like the tropical hardwoods but they are not as bulky thus making them easier to transport and thus easier to exploit.

 

  1. (a) Apart from the Maritime provinces, name two other major

           lumbering areas in Eastern Canada.

  • Ontario
  • Quebec

 

(b) State any four characteristics of coniferous forests.

  • The trees are light in weight and therefore easy to cut and transport
  • The trees are evergreen
  • The trees occur in pure stands
  • The trees are tall, about 30 metres in height and have straight trunks
  • The forests have little undergrowth
  • The trees have a conical shape which prevents accumulation of snow upon the branches, thus allowing snow to slide off easily to the ground
  • Trees have thick barks which have a lot of resin to protect the trunks and branches from frost
  • Trees have needle-shaped leaves which help to reduce transpiration
  • Trees take along time to mature because of extreme cold conditions in most parts of the year

 

  1. (a) (i) List any three valuable indigenous hardwoods in Kenya.
  • Camphor
  • Elgon Olive
  • Mvule
  • Meru oak
  • Muringa
  • Mahogany
  • Ebony
  • Mahugu
  • Cape chestnut

 

(ii) Which steps have been taken to realize effective management of

      forests in Kenya?

  • Public campaign on the value of forests through mass media
  • Research on soil suitability and effects of pests and diseases on forests
  • Establishment of training institutions dealing with forestry e.g. Forestry School at Londiani, Forest Industrial training at Nakuru, Presidential commission on tree planting, Forestry research institute at Muguga
  • The involvement of Non Governmental Organizations such as Greenbelt which are strong in advocacy
  • Introduction of energy saving jikos and cooking pots to reduce usage of wood-fuel
  • Improvement of cutting practices/reforestaion – ones trees are cut they should be replaced
  • Laws have been enacted to govern the management of forests
  • Creation of forest reserves
  • Introduction of alternative fuels to wood e.g. petroleum, biogas etc.
  • Recycling of wastes in forestry industry
  • Agroforestry

 

(iii) What are the problems facing forestry in Canada?

  • Outbreak of fires that destroy forests
  • Frozen rivers during winter halts transportation of logs
  • Difficulty in accessing forests in the northern parts due to cold conditions and land ruggedness
  • Replacement of harvested trees take long due to extremely cold climatic conditions

 

  1. (a) The number of foreign tourists visiting Kenya has been on the

           decline in the recent past. Give five reasons to explain this

          decline.

  • Deterioration of transport infrastructure making travel treacherous and uncomfortable
  • Insecurity due to politically instigated tribal clashes
  • Negative publicity externally by the international/foreign media
  • Poor management of wildlife resources which have been a major tourist attraction
  • Competition from alternative tourist destinations/countries
  • Unfavourable climate e.g. due to the El-Niño weather phenomenon
  • Shortage of well trained personnel in the tourism industry
  • Harassment of tourists by robbers or thieves while they are on expeditions
  • Rising cost of holiday making
  • Inadequate promotional activities abroad
  • Economic recession/poor performance of economies in Europe making people unable to afford tours
  • Recent killings of tourists e.g. near Aberdare’s and Maasai Mara national parks
  • Opening up of new destinations in Tanzania, South Africa and Uganda

 

 (b) What are the likely effects of the decline in the number of foreign tourists on the Kenyan economy?

  • Reduced foreign exchange earnings
  • Increased unemployment/loss of employment opportunities
  • Loss of business by tourism related industries like hotels and handicrafts
  • Reduced earnings for farmers who supply food to tourists
  • Reduced earnings for traders who sell curios to tourists
  • More money is used to maintain under utilised facilities e.g. hotels

 

  1. (a) State three benefits that Kenya derive from establishment of

            game ranches.

  • Animals provide food in form of meat
  • Animals provide skin and other products when slaughtered
  • Some animals provide meat for export earning foreign exchange
  • Game ranches are useful in environmental conservation

 

    (b) Account for the small number of tourists coming to Kenya from Canada.

  • Insecurity in the Kenyan parks
  • Lack of advertisement/poor marketing strategies on Kenya’s touristic features in Canada
  • Poor road and information infrastructure in Kenya leading to uncomfortability

 

    (c)  Identify the steps that were taken to make the Great lakes and

             St. Law seaway accessible to ocean going vessels.

  • Construction of locks and ship channels
  • Construction of dams
  • Dredging and blasting to remove lock shoals
  • Deepening and widening the river to ease congestion in the bottleneck
  • Construction of canals e.g. welland canal and Soo canal

 

 

 

   (d) How does political stability encourage tourism?

        Political stability ensures the security of tourists while civil wars discourage tourism.

 

(e) Name two animals which make lake Nakuru a major tourist attraction.

Flamingos and Rhinos/Rhinoceros.

 

(f) State three reasons why domestic tourism should be encouraged in

    Kenya

  • It makes the people aware of their environment/country
  • Makes the people use the hotel facilities which are under-patronized during the low season
  • Enables people to appreciate their rich cultural heritage
  • It may enhance a better understanding of local communities as a result of interaction
  • It may lead to an increased consumption of varied local products
  • Increases employment opportunities/enhances income generation
  • It may enhance understanding for the need to conserve and preserve the environment.

 

(g) State three factors that could affect the future development of

     tourism   in  Kenya

  1. Conservation of wildlife which will attract tourists into Kenya
  2. Development of hotels, transport and communication networks to attract more tourist into the country
  3. Maintaining sound economic climate to attract more tourists
  4. Developing more tourist attraction sites
  5. Maintaining existing tourist attraction centers
  6. Maintaining political stability

 

  1. (a) Name two examples of game reserves in Kenya
  • Maasai Mara
  • South Kitui
  • Shimba hills
  • Buffalo springs
  • Nasolot
  • South Turkana
  • Samburu
  • Tana River
  • Rahole
  • Boni
  • Bisnadi

 

   (b) State three ways through which the Kenya government conserves  wildlife.

  • Protection of endangered species in sanctuaries
  • Establishing national parks
  • Culling of old/sick animals
  • Training personnel/manpower in wildlife management and conservation
  • Perimeter fencing of game parks and game reserves to prevent the wild animals from roaming about
  • Relocation/transfer of some wild animals from where they face more danger
  • Establishing of anti-poaching unit/squad to combat poaching
  • Banning of trade on some wildlife products such as elephant tusks
  • Banning/prohibition of hunting of wild animals
  • Providing medical care to wild animals in the animal orphanage
  • Establishing of research centre in wildlife management and conservation
  • Offering mass education on wildlife conservation and management

 

  1. (a) List any two main inland attractions to tourists in Kenya.
  • Wildlife in natural parks and game reserves
  • Kenya’s beautiful sceneries e.g. the great rift valley, mount Kenya, highlands, lake Victoria etc
  • Historical and archaeological sites e.g. Olorgesali, Kariandusi and museums
  • Varied traditions and cultures in Kenya of Kenya (dances, way of dress, handicrafts, Bomas of Kenya etc.)
  • Define domestic tourism.

A type of tourism whereby the local people/citizens of a particular country visit certain attraction sites within that country.

 

    ( c ) State at least two negative effects of tourism on Kenya.

  • Luxury goods are imported to provide for the needs of tourist’s hotel facilities. This drains the country of its foreign exchange
  • Tourist facilities are developed at the expense of other development projects like roads, airstrips, health facilities etc.
  • Presence of tourists can lead to moral degradation/decay and interfere with the societal fabrics
  • Most tourists pay for their upkeep abroad causing the country to lose some of the profits
  • Some of the tourists could be agents to spread some diseases like the HIV/AIDS

 

  1. (a) (i) Explain any three ways in which human factors have

             favoured the  existence of wildlife in Kenya.

  • Creation of national parks and game reserves to help halt the disintegration of wildlife
  • Laws have been enacted to protect wildlife e.g. against pouching
  • Creation of animal orphanage homes where some sick wildlife can be taken care of

 

(ii) Describe the uses of Wildlife to Kenya’s Economy.

  • Promotes the development of tourism industry
  • Provides food fruits and meat
  • Wildlife conservation has led to creation of jobs e.g. for foresters and rangers
  • Game meat can be sold to earn income
  • Has led to the development of hotel industry in some sections of the country

 

 

 

 

(iii) Explain any three factors in which the future of Kenya’s tourism
largely depends on.

  • Conservation of wildlife by maintaining the existing national parks and game reserves
  • The development and maintenance of suitable facilities e.g. transport infrastructure and hotel facilities
  • Enhancement of political stability and government projections. This will increase the number of tourists
  • Conservation of the rich traditions and cultural practices of the Kenyan communities
  • Preservation and maintenance of tourist attraction site like fort Jesus in Mombasa
  • Portraying good picture of the country and its touristic sites in major cities of tourists’ origin by opening offices in such cities

 

(b) (i) What is the role of culture and tradition towards the

         development of tourism in Switzerland?

  • The use of a variety of languages – French, German and English – facilitates the development of tourism
  • Cottage industry, especially handicrafts is part of Swiss Peoples’ traditions and it attracts tourists
  • Traditional dances and dressing is an attractive feature to tourists

 

(ii) What efforts has Switzerland made in order to develop her tourism

      industry?

  • Advertisement of tourist attractions sites and sceneries abroad
  • Expansion and maintenance of facilities like transport and hotels
  • Efficient banking and policy of neutrality attracts financiers e.g. France and Germany
  • Maintenance of transport and communication facilities e.g. electrified rails and excellent roads

 

 

 

 

 

  1. (a) Explain three factors that influence the exploitation of

           minerals.

  • The economic value of the mineral
  • Size of the mineral deposits or reserves
  • Accessibility of the reserve and transport costs.
  • The method of mining to employed
  • The world market conditions/availability of markets
  • The level of technology existing in a given country.
  • Grade of the ore to be extracted
  • The prevailing political atmosphere

 

  • What are the advantages of the mining sector to the Kenyan economy?
    • Leads to industrial development
    • Promotes improvement in infrastructure – road network extensions and widening of communication network
    • Creates employment opportunities
    • Stimulates growth of towns and urban centres
    • Earns foreign exchange for the country
    • Leads to improved standards of living due higher incomes
    • Leads to general development of the country due to accumulation of capital.

 

  1. (a) State two ways in which minerals may occur.

        Minerals may occur as:

  • Veins and lodes
  • Alluvial deposits
  • Seams and layers

 

  • State two problems associated with export of copper from the copper belt of Zambia.
    • Congestion at the port of Dar-Es-Salaam delays the export of copper
    • Frequent world price fluctuations of copper
    • Smuggling of copper often occurs along the territorial borders hence loss of revenue for the Zambian government
    • Stiff competition from other producers
    • Political instability especially in Angola due to civil wars provide security risks in the exportation of copper
    • Transportation of copper is difficult due to its bulkiness
    • Landlockedness increases transportation cost due to payment of passage fees through other countries
    • The escalated transportation costs through distant routes make Zambia to earn low profits from her copper

 

  1. (a) Name two types of mining.
  • Alluvial/placer mining/panning
  • Open-cast method
  • Underground method
  • Drift mining
  • Solution mining
  • Dredging method
  • Hydraulic mining

 

  • State three negative effects of mining on the environment.
    • Leads to creation of derelict/useless/damaged land i.e. leaves behind open craters
    • It causes air/water/land pollution
    • Could lead to soil erosion
    • Derelict land may cause accidents to children i.e. deep open pits pose danger to travellers
    • Deep shaft mining causes death to miners when mines collapse
    • Destruction of biodiversity (destruction of plants and animals)
    • Derelict land erodes the aesthetic value of land
    • Water collects in open craters/deep open pits forming breeding grounds for mosquitoes and pests
    • Dumping of heaps of rock wastes litter the earth’s surface
    • Mining is a robber industry i.e. takes place from the earth’s surface and does not replace hence mineral exhaustion
    • Derelict land wastes potential agricultural land

 

 

 

  1. (a) Draw a sketch map of Liberia and on it mark and name three iron ore fields.

 

 

 

 

 

 

 (b) Describe how iron ore is mined in Liberia.

  • Bulldozers remove the top soil and the vegetation
  • Machine is used to drill a hole for blasting. Blasting then is done
  • After the blasting, a mechanical shovel scoops out the ore and loads it on to a truck to carry the ore to the plant
  • In the plant it is crushed into small pieces then conveyed down the mountain side to the rail head for conveyance to the port

 

    ( c ) Explain four ways through which Liberia has benefited from

           iron ore  exploitation.

  • Creation of employment opportunities for the local people
  • Generation of income/revenue for the government through tax collection
  • The money accruing is used for general development in the country e.g. development of modern ports like Buchanan
  • Trains returning from the port carry imported goods to the interior
  • Trains are bought from the iron-ore export revenues
  • Development of related industries e.g. palletising plants
  • The need to exploit the iron-ores has led to the construction of roads, railways and ports

 

  • (i) Name two main uses of Bauxite.
  • Used for the construction of modern aircraft/ motorcars/railway coaches/engines and household utensils
  • Used in the manufacture of abrasives
  • Used in the manufacture of heat resistant materials
  • Used in cement and chemicals
  • Aluminium is extracted from it

 

(ii) Describe how bauxite is processed in Ghana.

  • Bauxite is first crushed and washed then dried in the kiln at 982.2 degrees centigrade
  • It is then treated to remove Silica and concentrate bauxite into alumina/white chalky substance
  • Alumina is dissolved in selected chemicals to form a solution called an electrolyte. An electric charge is passed through the mixture separating aluminium and oxygen
  • Aluminium sinks to the bottom and is siphoned out

 

  1. (a) (i) Name two countries in Africa which are over-dependent on

            the exports of metallic minerals.

  • Zambia over-relies on copper
  • Liberia over-relies on iron ore

 

(ii) Explain how over-dependence on minerals affects the economy.

  • Positively: When sale prices of the commodity rises a country receives a lot of revenue and can develop other sectors of the economy, can import those goods it is not able to produce cheaply locally, it can lead to specialization as the country concentrates on what it can produce best and cheaply. It can lead to industrialization and create employment opportunities to many.
  • Negatively: When world market prices fall, over-reliance can lead to depletion of foreign exchange, inability to import, inability to develop other sectors of the economy and can lead to unemployment among others.

 

    (b) (i) Name two places where Gold is mined in Tanzania.

  • Musoma
  • Mpanda
  • Lupa
  • Geita
  • Iramba-Sekenke
  • South West Mwanza

 

(ii) Describe how South Africa has benefited from Gold mining industry.

  • Paying of external debts
  • Foreign exchange earning
  • Provides employment for many
  • Led to the development of conurbation
  • Provides market for secondary industries
  • Benefits other industries e.g. engineering, footwear
  • Attracts secondary industries like banking
  • Lead to the development of transport network and communication infrastructure
  • Has led to modern planning of towns

 

(iii) What problems have been encountered in South Africa’s Gold mining industry?

  • Increased mining costs as mines become deeper
  • Cheap labour no longer available
  • Competition for processing water with the increasing population
  • Mines become deeper increasing costs and dangers to the miners
  • Mining also expensive due to the provision of cooling and ventilation in mines
  • Quality of gold becoming poorer as mines get deeper

 

  1. (a) Explain four conditions necessary for fishing.
  • Nature of the Coastline: Unindented coastlines discourage deep-sea fishing and development of fishing ports. Deep and wide continental shelves host a lot of fish because they harbour plenty of plankton. Many edible fish species live in shallow water and a few beyond the continental shelf. Sheltered inlets are suitable as they provide breeding places, usually free from natural enemies of the fish like predators. Thus, a lot of fish would be found where upwelling of the ocean water occurs as a result of near confluence of two ocean currents e.g. the west coast of Africa. The up welling of water brings to the surface fish nutrients and the water is readily oxygenated providing oxygen for the fish.
  • Presence of planktons: Planktons constitute the major source of fish food. Planktons exist in water but just under certain conditions. Fish feed on small marine organisms (zoo plankton) and small vegetable substances (phyto plankton). Thus, the availability of fish would depend on the availability of food. Plankton thrives in areas where water is less than 180m deep because it is up to this depth that the sunshine, which is necessary for the growth of plankton is able to penetrate water. Scarcity of plankton could lead to migration of fish in search of food.
  • Accessibility: Fish are very perishable and can go bad in a matter of hours. Even though refrigeration facilities help in the preservation of fish products, an efficient transport network is essential to transport the catch fast enough to the markets. Moreover many fishermen especially the small-scale ones do not have access to such refrigeration facilities. In Kenya for example, the tarmacking of Kitale – Lodwar road up to Kalokol on the Ferguson Bay of lake Turkana has led to commercial exploitation of fish from this lake. Traders from as far as Nairobi have now been attracted to the lake.
  • Level of Technology: Large-scale fishing as an economic activity requires high capital input and sophisticated fishing equipments like boats, nets, refrigerators and processing plants.
  • Ready market: Fishing is more extensive in areas where there is a high population. High population provides both a high demand for fish and labour force required for the industry to thrive. In places where the population is sparse, the catch is limited, unless transport to ready markets is available.
  • Presence of cold ocean currents: Optimum temperature conditions are necessary for the growth of plankton. In areas of warm temperatures, especially those influenced by warm ocean currents, like the Mozambique current, the plankton get killed. This reduces fish food availability and hence fish population. Fish flourishes well in coasts that are washed by cold ocean currents like Namibia, Labrador (Canada) and Peru (South America).

 

(b) What is meant by the following?

  • Pelagic fish: Are fish communities that live near the surface or at the shallow depth of the seas. Examples include herring, mackerel, sardines and tuna.
  • Demersal fish: These are fish communities that live at or close to the bottom of seas. Examples include cod and cat (mud) fish. Cod usually preys on other fish, whereas the catfish feeds on organisms buried in sediments. Fresh water bodies such as swamps and slow moving rivers are common breeding places for the catfish.
  • Anadromous fish: These are migratory fish moving either moving up or down a river course. Examples include the salmon and pilchard. Fishermen who depend on the anadromous varieties of fish are seasonal, since the fish move only during certain times of the year, either to mature or breed in a new environment.

 

( c ) (i) Define fish farming.

        Refers to the rearing of fish in ponds. The ponds are built in areas of heavy clay or loamy soils which are usually impervious. The ponds are usually located near rivers to ensure constant supply of water. They must have inlets and outlets to allow the entry and exit of water. The water therefore remains fresh providing the natural environment for fish. Fish farms are mainly found in Nyanza, Western, Central and Coast provinces and parts of Rift Valley province.

  

(ii) State four measures that the government of Kenya is undertaking to encourage fish farming.

  • Encouraging farmers to set up fish ponds
  • Sending extension officers to advise the farmers on the need to set up ponds and introduce fish in their diets
  • Setting up fish ponds and hatcheries as demonstration farms
  • Fisheries department provides technical and at times offers financial assistance to fish farmers
  • Campaign by the government on food policy has made communities that previously never ate fish to set up fish farms for both subsistence and commercial purposes

 

  1. Describe five environmental problems affecting fishing in Kenya.
  • Pollution: Pollution of water bodies by industrial effluent or chemicals used in agriculture or oil spills from ocean vessels or disposal of sewage drastically upset the ecological balance of the water bodies. If unchecked environmental pollution can be disastrous. This calls for great caution in the application of fertilizers and the disposal of industrial chemical wastes. Wastes from industries should be carefully treated before being allowed to flow back into rivers and lakes. Laws should be enacted to control the pollution of fresh water bodies through waste material discharged from the industries. An example of badly polluted water bodies in Kenya includes the Tiebia dam in Limuru.
  • Waterweeds: Growth of water weeds e.g. the water hyacinth, which has infested lake Victoria make the lake hard to navigate and lead to the disappearance of some fish species.
  • Deep continental shelf discourages flourishing of fishing
  • Warm Mozambique current also discourages flourishing of fish
  • Strong sea tides are a menace to local fishermen venturing into the sea

 

  1. Study the table below and answer the questions that follow.

       

World Fish catches (Figures in thousand tons)

Countries 1975 1978 1983
Kenya 27.0 46.0 98.0
Uganda 188.0 224.0 172.0
Tanzania 212.0 211.0 273.0
Japan 9895.0 1080.0 1125.0
Norway 2485.0 2590.0 2822.0
USA 2842.0 3418.0 4143.0
Others 50051 62586.0 67837
World Total 65700.0 70155.0 76470.0

 

(a) (i) Draw a divided circle (pie chart) of a radius 5cm to represent

           the quantity of fish catch for 1975. Show your calculations.       

           Calculations

Kenya = 27/65700 x 360 = 0.1 degrees

Uganda = 188/65700 x 360 = 1.0 degrees

Tanzania = 212/65700 x 360 = 1.2 degrees

Japan = 9895/65700 x 360 = 54.2 degrees

Norway = 2485/65700 x 360 = 13.6 degrees

USA = 2842/65700 x 360 = 15.6 degrees

Others = 50051/65700 x 360 = 274.3 degrees

 

NOTE: The Diagram below has not been drawn to scale

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii) Give the reasons behind the trend of the quantity of fish catches for Kenya and Japan from 1975 to 1985.

 

Kenya Japan
·     Communities encouraged to eat fish

·     Exploitation of water resources previously unexploited

·     Encouragement of fish farming

·     Improved transport and communication

·     Better fishing methods

·     Research and technology advanced in fishing

·        Fish farming a major activity as agriculture is not widely practiced

·        Fishing encouraged as ready market available

·        Availability of capital

·        Advanced fishing and storage technology

·        Well established ship building industry provides advanced fishing fleets

·        Extensive shallow continental shelf hosts a lot of fish

·        Indented coastline provide good breeding ground for fish

 

 

 

(b)   (i) Define the term fish farming.

Fish farming is the rearing of fish in ponds.

 

(ii) Explain any five advantages of fish farming in Kenya.

  • Source of protein and food: The most immediate importance of fish farming in Kenya is provision of animal protein and food to fishermen and consumers. Fish forms a major dish among communities living around lake Victoria and the Western province.
  • Source of income: Fish farming is a source of income for those involved in the activity. The fish farmers sell their catch to co-operatives or to middlemen. The co-operatives and traders in turn sell the fish to consumers at a profit thus generating income. The fish farmers may also sell the fish directly to consumers and the income gained sustains them in the industry. Thus, the process of catching, processing, moving and marketing fish is an income generating activity in terms of payment for labour and the product.
  • Source of employment: Fish farming creates numerous job opportunities for people living near or in fish farming areas. Some people are self-employed while others are employed by the fishermen and thus, earn their wages from the industry. Where co-operatives exist some people are employed as clerks and officers.
  • Health purposes: Fish feeds on mosquito larvae. This is why it is useful to introduce fish in stagnant water as they suppress the breeding of mosquitoes. Mosquitoes transmit malaria and yellow fever, hence their suppression is helpful in controlling these diseases.
  • Development of related industries: Fish farming encourages the development of other related industries like net manufacture and making of fishing hooks. Fish are also a source of raw material for some fertilizer plants.
  • Source of medicine and cooking fat: Fish farmers can use fish oil directly or indirectly as a source of cooking fat. For example the Nile perch oil is used directly as cooking fat. Fish oil is also medicinal. Cod liver oil is particularly popular for the alleviation of chest problems.

 

( c ) Besides fish farming what other measures have African countries

        undertaken taken to promote the growth of fishing industry.

  • Improvement of transport network: Efficient means of transport is necessary for quick accessibility of markets. Some African countries have tried to improve access to fishing grounds. Kenya, for example, has tarmacked the Kitale-Lodwar road upto Kalokol on the Ferguson Bay of Lake Turkana. This has helped in the commercial exploitation of fish from the lake.
  • Vigilant surveillance of fisheries: Some given species of fish have been over-fished to the extent that their natural replacement is endangered. The government of Kenya, for example, has outlawed the use of gill-nets which have been seen to be the cause of the rapid dwindling of fish populations. Fishermen are also supposed to be registered/licensed to fish. However, this is not followed to the letter. This, however, can be achieved by strictly enforcing restrictions on nets used and sizes of fish caught.
  • Strict hygiene standards: Some African countries, especially those that export fish like Kenya, have tried to observe strict hygiene standards. This reassures the foreign market of quality fish products.
  • Waste treatment laws: Environmental pollution is a serious problem in some fishing grounds e.g. Limuru is known for a polluted aquatic ecosystem. Industrial pollutants from a neighbouring shoe manufacturing firm have drastically upset the ecological balance of Tieba dam in Limuru.Laws have been enacted calling for proper treatment of wastes from industries before being allowed to flow back into the rivers. But again, whether this is followed to the letter is a question of debate.

 

 

 

 

 

 

 

 

  1. (a) Describe three methods used for commercial fishing.

The type of fish, the fishing environment and the level of fishing largely determine the methods employed to catch fish. They include:

  • Seining: Here fishing boats with the help of dory (small) boats spread out the seine nets with small meshes in the sea/lake. Once the nets are spread out, the boats may remain stationary or the nets be held in position using floats. The fishermen then give the fish sometime to be trapped. Once the net is full, it is hauled over and the fish emptied on to the ship. This method is used to catch pelagic and anadromous fish, which usually move to the shoals. It is the most effective method used to catch the dagaa on lake Victoria and Tanganyika. If not appropriately used, seining leads to over-fishing because it does not discriminate the ages of the fish being caught.
  • Trawling: This involves the pulling of a net by a boat or ship. This method is used to catch demersal fish e.g. the cod in deep seas. A net is pulled along sweeping the fish. The net is then hauled into the boat and the fish emptied on board. Trawling is labour – intensive and the catch is high. Large commercial fishing ships are used and the fish processing takes place on the ship. The ships drag the nets slowly thereby collecting all types and sizes of fish.
  • Line Fishing: In calm waters, fishing boats spread out long lines with several hooks on them. The floats keep the lines suspended to show the fishermen where the lines are. The baited hooks then catch the fish as they compete to feed. This method is also used to catch mainly demersal fish e.g. the cod, usually in shoals.
  • Barriers: In flood prone areas, barricades are constructed during the floods to catch fish. The barriers hold water-containing fish. When the water level drops below the height of barriers as floods subside, the fishermen simply scoop the fish. The method is seasonal and relies on floodwaters.
  • Traps: In this method paths of anadromous fish are identified, then traps are laid to catch them. The traps, made of either woven reeds or baskets and having the shape of a cone, are placed in such a way that the fish run into them and get trapped. Though slow, the method can catch a lot of fish.
  • Gill Net: This is one of the most effective methods in shallow water fishing. The nets have a mesh, which lets only the head of a fish to go through and then traps it by the gills. Gill nets can be spread vertically across the course of a river on the path of anadromous fish, or can be swerved round in water to allow the fish to move into the net. This method is suitable for catching Tilapia.
  • Herbs: Is used in areas where the river is calm. The fishermen crush some herbs and sprinkle in the water. The fish then become unconscious as they take to the surface. The fishermen simply collect from the river using their hands. This method is effective on pelagic fish and in ponds.

 

(b) Explain three main sources of water pollution along the Kenyan

     coastal waters.

  • Domestic pollution: The disposal of sewage into the ocean contributes substantially to the water pollution. The sewer wastes are both from the numerous seaside hotels and residential areas.
  • Industrial wastes from industries along the Coast.
  • Oil spills from the sea-going vessels.
  • Agricultural waste from pesticides, herbicides and siltation brought about by the rivers.

 

  1. (a) Define
  • Optimum population: Refers to a population in which the number of people is in balance with the available resources.

 

  • Population explosion: Refers to a high population that has outstretched the available resources. An overwhelming increase of population resulting to pressure on the available resources.

 

 

 

 

 

  • “A high population growth rate in Kenya is likely to slow down economic development.” Give four reasons to support this statement.
    • The large unskilled population reduces the productive capacity of the population
    • High population puts pressure on land resources
    • High population leads to land fragmentation hence discourages mechanization of agricultural activities
    • Leads to excessive tree felling
    • Facilitates soil degradation and erosion
    • Leads to food shortage, thus under-nourishment
    • Leads to high dependency ratio
    • Leads to increased unemployment cases

 

  1. (a) (i) What is population census?

Population census may be defined as:

  • The enumeration of the entire population of an area and the compilation of demographic, social and economic information of the population being enumerated at a given time.
  • The process of determining the number of people in an area at a time by headcount.
  • The whole process of counting people and compiling data pertaining to all persons.

 

  • Kenya carries out her census after every ten years. Discuss at least four reasons why countries carry out population censuses.
  • To determine the composition of the population in terms of sex, age and regional distribution
  • To know the trends and levels of mortality and fertility
  • To plan for the provision of basic facilities such as food, schools and hospitals to the people
  • To aid in making decisions regarding the creation of new administrative units e.g. constituencies and districts
  • To know birth rate and trend of fertility
  • To know the population structure in terms of age and sex
  • To estimate the dependency ratio
  • To compute income per capita
  • To know the literacy level of the population
  • To the labour supply and predict any unemployment problems
  • To aid the general economic planning

 

  • Discuss five consequences of rapid population growth.
    • Reduced income per capita and reduced gross domestic product (GDP)
    • Strain on the existing natural resources such as lands, forests etc.
    • Strain on the existing human resources e.g. high dependency ratio
    • Increased unemployment levels
    • Increased poverty levels
    • Increased crime rates
    • Strain on social amenities such as schools and hospitals
    • Food shortages as productive pieces of land are devoted to settlement
    • High expenditure on non-income generating activities
    • Population pressure leads to environmental degradation as people clear forests to create room for cultivation and settlement
    • It leads to increased rural – urban migration in search of jobs
    • It leads to land fragmentation. Fragmented land is uneconomical to operate and experience diminishing returns/low productivity
    • Increase in inadequacy of social amenities like schools, hospitals and poor housing in towns lead to emergence and proliferation of slums
    • It leads to over reliance on foreign aid/loans to sustain the fast growing population. This reduces foreign exchange due to loan repayment
    • It leads to balance of payment problems due to increased importation of food to meet food shortages
    • It leads to general low standard of living due to low savings by individuals

   ( c  ) Discuss five measures the Kenya government has taken to

          check the high population growth.

  • Initiation of the National family planning programmes in Kenya
  • Creation of the National council for population and development (NCPD)
  • Introduction of adult education programme to check on illiteracy
  • Creation of public awareness through mass media
  • Organizing family life seminars
  • Encouraging men and women to opt for voluntary sterilization
  • Increased taxation
  • Introducing family life/planning and counselling centres

 

   (d) Identify four functions of the National Council for Population and Development (NCPD)

  • Coordinating all activities directed at spreading family planning knowledge and practice and improvement of maternal and child health in Kenya
  • Determining priorities in the fields of family planning and population developments
  • Advice the government on National population policy
  • Receiving, evaluating and programming selected proposals and suggestions from the government agencies and other organizations which contribute to the realization of the council’s objectives
  • Promoting research on different aspects of population and development
  • Liasing with both local and international organizations engaged in population development activities
  • Liasing with donors and participate in negotiations for funding of the project’s programmes

 

 

 

 

 

  1. (a) (i) What does the term census mean?

It refers to the enumeration of the entire population of an area and the compilation of demographic, social and economic information of the population being enumerated at a given time and place.

 

(ii) Differentiate natural population growth from numerical

     population  growth.

  • Natural population growth refers to the natural increase or decrease in population which is worked out by subtracting the crude death rate (CDR) from the crude birth rate (CBR) minus migration figures. All other differences in population like composition and age are ignored.
  • Numerical population increase on the other hand is the actual (absolute) increase in the number of people in an area in a given time. It is worked out by getting the difference between two censuses.

 

( b ) (i) List three primary sources of population data.

  • Registration of persons
  • Census
  • Sample surveys

 

(ii) What four factors influence population growth?

  • Fertility level
  • Rate of mortality
  • Migration of people
  • Settlement patterns

 

 

 

 

 

 

 

 

 

 

 

 

(c) Use the population pyramids below to answer the questions that

        follow.

 

Population Pyramids of Kenya and Norway

 A                                                          B

  • Name any two countries of the world that might be represented by pyramid A and B respectively.

Country A represents Kenya, Uganda, Zambia or any other developing nations while country B represent Norway, Denmark, Finland, Sweden or any Scandinavian countries.

 

  • Compare and contrast the population structures of the two countries.
    • Both population structures have a high population of those aged between 0-20 years
    • Both have a low proportion of those aged over 50 years.
    • The dependency level/ratio (dependent population) i.e. those aged below 15 years and above 65 years is higher in country A than that of country B.
    • Those within the working age, the productive population (age 15 – 65) in country A are fewer than those in country B
    • The dependency ration in country A is higher than in country B

 

  • What are the effects of population growth in country A on social facilities/amenities?

The high population growth rate has led to:

  • Inability to provide adequate education facilities such as schools, colleges, books and other equipments
  • Poor health services as the population outstrips the available physical facilities like hospitals, medical personnel and drugs
  • Inadequate provision of housing facilities leading to development/sprawling of slums
  • Scarcity of adequate, thus, high rental rates for houses
  • Inadequate and expensive transport services as demand for transportation outstrips available supply. This is exemplified by long queues in towns during rush hours (mornings and evenings when people go to and come from work)

 

  1. (a) Explain the meaning of the following terms: Population

           structure and Implicit population policy and explicit population

            policy.

  • Population structure refers to the composition of a given human population in terms of age and sex.
  • Implicit population policy refer to particular laws, regulations or statements which may have direct or indirect effect on population growth
  • Explicit population policy refers to the documents or statements issued by the government departments or commissions which are intended to control population growth

 

 

 

 

    (b) Give three reasons why a population census is necessary in a

          country.

  • It shows the population composition in terms of sex, age and regional distribution
  • Provides information on trends and levels of mortality and fertility
  • Helps the government to plan for the provision of basic facilities to the people
  • Assists the government in knowing whether there are adequate economic and social resources to maintain a high standard of living
  • Helps the government in making decisions on the division of new administrative areas

 

   ( c ) State three characteristics of the first phase/stage of

          demographic transition.

  • High birth rate
  • High death rate
  • Little or no increase in population
  • High death rates caused by inadequate food supplies, wars, diseases, and insufficient medical facilities

 

    (d) (i) What are the causes low birth rates in a country?

  • Late marriages
  • Effects of family planning campaigns
  • Low nutritional or health levels
  • Move towards small families in response to economic realities
  • Urbanized population – prefer fewer children in order to maintain their standard of living
  • Rise in the cost of feeding and educating children
  • Changing attitudes towards employment/wages verses family engagement – the changing role of women in the family today
  • Level of education attainment
  • Improvement of medical facilities

 

       (ii) State two problems associated with a decline of population in a developed  country?

  • Inadequate manpower thus expensive labour
  • Under utilization of social facilities such as schools
  • High old age dependency ratio

 

   (e) Explain four causes of rural – rural migration in Kenya.

  • Population pressure that leads to landlessness lead to migration of people to settlement schemes and to less populated areas in search of land
  • Insecurity in areas which have frequent attacks from bandits and cattle rustlers has made some people to migrate to more secure areas
  • Establishment of large plantations/irrigation schemes attract people from neighbouring areas as they search for employment
  • Natural catastrophes such as floods, droughts, famine and diseases cause people to move to more secure areas
  • Pastoral communities migrate from one rural area to another in search of pasture and water for their livestock
  • Government policy of moving people from one region to another in order to create land/room for a government project

 

  1. (a) Name any country in Africa where Nuclear power is produced.
  • South Africa – at Transvaal and Natal. Coal is also produced at Wankie (Zimbabwe), Luena (Zaire), Maniamba (Mozambique), Nkandabwe and Mamba (Zambia) and Enugu (Nigeria).

 

(b) Give at least two disadvantages of Nuclear power.

  1. Expensive to install
  2. Not long-lasting. The raw material (i.e. uranium) is exhaustible
  3. Nuclear stations have risks which once they occur can cause great damage to human life
  4. At times of technical failures they produce harmful radiation that kill living organisms e.g. Chernobyl reactor in the former USSR which leaked in 1987 causing deaths
  5. The nuclear reactors have serious environmental impact since the radioactive wastes are harmful to health as they cause cancer

 

   ( c ) Explain how nuclear power is derived.

It is derived from the alteration of atomic structures. It involves the release of heat that produces steam which is used to generate electricity. The process is by fission whereby radioactive minerals such as uranium are split into nuclear power stations or nuclear reactors to produce heat.

 

  1. (a) State two measures taken by the government to conserve

           energy in Kenya.

  • Encouraging Kenyans to use oil for essential services only
  • The government uses consumer pricing to discourage unnecessary use of oil fuel (gasoline is taxed less than petroleum products)
  • Encouraging to Kenyans to use public transport instead personal cars
  • Encouraging the use of solar power for heating and lighting
  • Encouraging use of windmills to set up water pumps
  • Encourage the industries to use coal rather than petroleum and electricity

 

    (b) Apart from industrial and domestic, name one other use of energy in Kenya.

  • Energy is used in the transport sector (i.e. use of petroleum, coal and animal power)
  • Solar energy is used in agriculture for drying grains, tobacco, pyrethrum etc
  • Wind energy is used for pumping water from boreholes
  • Solar energy is used for drying fish

 

  1. (a) Differentiate between renewable and non-renewable sources of energy. Give examples.

Renewable source of energy refers to energy sources that can be reproduced or regenerated e.g. hydro, solar, biogas etc. while non-renewable refers to sources of energy that cannot be reproduced or regenerated e.g. petroleum, uranium and natural gas.

 

(b) (i) What reasons make tropical countries have the potential to

       develop  hydroelectric power.

  • Several falls and rapids provide good sites
  • Presence of hard basement rocks
  • High volume of water e.g. river Nile, Niger, Tana etc.
  • Regular flows of water throughout the year

 

(ii) Why are the tropical countries not yet fully sufficient in H.E.P.

production?

  • Lack of adequate capital
  • Inadequate technological resources
  • Lack of sufficient skilled manpower

 

( c ) How has Kenya benefited from the construction of the Seven

       forks dam?

  • The dam generates H.E.P which is supplied to various parts of the country
  • The dam has led to the creation of water reservoirs, which provide water for irrigation
  • Dam has led to the opening up of areas through road construction
  • Water reservoirs encourage fishing
  • It has reduced Kenya’s over dependence on electricity from Owen falls Uganda
  • E.P generated from the dam has enabled the government to generate revenue
  • The H.E.P generation has led to the growth of industries
  • The sceneries created have become tourists’ attraction
  • Has created employment opportunities
  • Has created a micro-climate

 

(ii) What problems are associated with Multipurpose Dams?

  • Inadequate capital to maintain them and keep them in operation
  • Displacement of the people and high cost of resettlement
  • Silting of dams
  • Depletion of rich alluvial deposits downstream
  • High rate of evaporation resulting into loss of water
  • Spread of waterborne disease e.g. Malaria, Bilharzias etc.
  • Destruction of the natural habitat
  • Inadequate skilled personnel in third world countries
  • Political interference which disturb planning and management
  • Reduced water supply downstream

 

  1. (a) What is the meaning of the term ‘non-renewable’ energy? Give an example.
  • These are the energy sources that lack the natural capacity to regenerate themselves once used and therefore likely to get exhausted if not carefully used e.g. petroleum, coal and nuclear energy.

 

(b) Identify three main types of renewable energy in Kenya.

  • Solar
  • E.P.
  • Geothermal
  • Wood fuel

 

( c ) (i) Name two main areas where H.E.P. is generated in Kenya.

  • Kindaruma
  • Kamburu
  • Masinga
  • Sondu/Miriu

 

 (ii) What basic factors are necessary for the successful generation of

      H.E.P.?

  • A large volume of water preferably a lake or a big permanent river
  • A regular and reliable supply of water with minimum fluctuations
  • A large space
  • for a reservoir preferably a deep gorge
  • A large market since electricity cannot be stored for along time
  • A large amount of initial capital for construction, transmission and maintenance

 

(d) (i) Describe the location of textile industries in Egypt.

  • Most if not all textile industries are located along the river Nile and in the Nile delta
  • El Mahalla – el-Kubra, a town to the south of Cairo is the leading textile center
  • Within the Nile delta, textile industries are concentrated at Cairo, Alexandria and at Asyut

 

(ii) What factors have led to the success of the textile industry in Egypt?

  • Readily available raw materials, mainly cotton
  • Abundant H.E.P. from the Aswan
  • Abundant capital from the sale of other products such as petroleum
  • Abundant water for growing and processing cotton textiles from river Nile
  • A large market at home and in the neighbouring countries

 

(e) What are the main negative effects of industrialization?

  • Pollution of air, water and land
  • Workers are often affected by respiratory diseases
  • Acid rain sometimes results
  • Unemployment as human labour is replaced by robots, computers, cranes resulting into poverty
  • Displacement of people to give room for industries and raw materials acquisition e.g. Sony Sugar Company
  • Erosion of traditional values due to a new, urban way of life

 

  1. Study the table of energy consumption in Mt. Kenya Region.

 

Energy consumption in Mt. Kenya region in million tones.

Region Oil Gas Wood Total
Nairobi 10,000 2,400 2,000 14,400
Nyeri 4,100 1,000 3,000 8,100

 

 

 

(a) Using the scale 1 cm rep. 40 million tones, draw proportional    

      circles to represent the consumption of the three sources of energy  

      in Nairobi and Nyeri.

Square root of 14,400 = 120

Square root of   8,100 =   90

Scale: 1cm rep. 40 million tones

Therefore:

Radius for Nairobi circle = 120/40 = 3 cm

Radius for Nyeri circle = 90/40 = 2.25 cm

 

NAIROBI

Oil…………….10,000/14,400 x 360 = 250 degrees

Gas……………2,400/14,400 x 360 = 60 degrees

Wood………….2,000/14,400 x 360 = 50 degrees

 

NYERI

Oil……………4,100/8,100 x 360 = 182.2 degrees

Gas…………..1,000/8,100 x 360 = 44.4 degrees

Wood………..3,000/8,100 x 360 = 133.3 degrees

 

Proportional Circles to represent the three sources of energy in Nairobi and Nyeri are presented below (Note that they are not to scale).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(b) (i) Calculate the percentage of gas consumption in Nyeri.

1,000/8,100 x 100 = 12.3 percent

 

(ii) Comment on the high  consumption of oil in Nairobi and wood in
Nyeri.

           Consumption of Oil in Nairobi:

  • Oil is used for transport due to large number of vehicles thus high consumption
  • High demand for oil for cooking and lighting
  • Easily available from pumps and nearby kiosks
  • High demand in industries for industrial use and as lubricants
  • Availability of high purchasing power as a result of urbanization

 

Wood in Nyeri:

  • Availability of wood as most people practice agroforestry
  • Wood energy is not as expensive as gas/oil energy
  • High demand for wood fuel for heating and cooking
  • Popularity of fuel wood as a source of energy in rural setting

 

( c ) Draw a diagram showing the occurrence of oil in the earth’s

      surface.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

(d) Give any three uses of studying statistics in Geography.

  • Making information on geographical phenomenon available
  • Draws clear comparisons between geographical areas
  • Establishing geographical relationships
  • Showing changes through time of various geographical phenomena
  • Predicting the future by drawing projections
  • Economic planning

 

  1. (a) (i) List any three factors that influence international trade.
  • Taxation: Trade between countries is restricted by the imposition of various taxes like tariffs and custom duties. To protect the local industries, a country producing similar goods like those being imported may charge higher duties to discourage importation.
  • Political relations: Trading among countries require that they be in good terms. Political misunderstandings among countries discourage trade, hence denying their citizens the goods in demand.
  • Capital: An important item in trade is money which is used in the exchange of goods and services. Traders require capital to start businesses either from their own savings or in the form of loans. In Kenya, for example, many businessmen get loans from Industrial and Commercial Development Corporation (ICDC) and Kenya Industrial Estates (KIE) to set up their businesses. Other financial institutions include Agricultural Finance Corporation (AFC).
  • Demand and Supply: Adequate demand for goods and a good source of supply are prerequisites for any transactions. Development countries usually demand raw materials from the developing counterparts. Developing countries on the other hand import finished products from the developed world. These forces of demand and supply thus, dictate the kind of trade that exists between various countries of the world.
  • Transport and communication network: The supply of items is facilitated by an adequate means of transport and communication. Efficient transport and communication system reduces the cost of transporting the finished products to the market and leads to a decrease in the final cost of the item when finally sold to the consumer.

 

(ii) State five benefits of international trade to a country.

  • Economic Growth: Trade creates numerous job opportunities through the several industries set up to meet the demand of various goods. A high demand of certain goods encourages specialization in production, which lead to high quality of goods
  • Foreign exchange: Through international trade a country is able to acquire foreign currency which enable the said country to import goods from other countries.
  • Industrial growth: Goods with a high demand stimulate industrial growth because several manufacturers compete to put up industries to meet the demand.
  • Source of revenue: Trade generates revenue to a country through taxation of commodities and services rendered. Sales tax and other custom duties are some of the ways of raising revenue for a country.
  • Development of Infrastructure: Trade usually demands good transport facilities, as this enables goods to reach their destination in good time.

 

(b) (i) What is Preferential Trade Area (PTA)?

It referred to a regional co-operation or trading block of Eastern and Southern African countries to foster trade and economic co-operation among the member countries.

 

(ii) Explain any three factors that have hindered trade between Kenya and  her African neighbours.

  • Smuggling: Smuggling has had serious effects on the trade between Kenya and her neighbours. Some people sneak in goods from other countries and at the same time export Kenya’s products to such countries through the black market. Such trade is detrimental to the economic growth of the country because such traders avoid paying taxes.
  • Nature of Kenya’s export: Export earnings depend on the quality of goods exported and the demand for them on the international market. Variations in demand result in the fluctuation of prices of the goods in world market. The imposition of quotas regulates the supply from each country to avoid any economic glut, which has negative effects on Kenya that depends heavily on particular commodities for export. Coffee, a major export from Kenya, has for example, suffered with the introduction of quotas by International Coffee Organization. The result has been low payment to coffee farmers. Given the fact that Kenya’s exports are mainly agricultural, they are vulnerable to climatic changes, pests and diseases. The fact that most of the other African countries also produce agricultural goods and other primary products the demand for Kenya’s goods among the neighbouring states is reduced.
  • Nature of Kenya’s imports and the unfavourable balance of trade: Most of the imports are heavy industrial materials and finished products. These products are expensive as compared to Kenya’s exports thus results in a large deficit balance of payment. As such Kenya’s balance of trade is unfavourable due to the trade deficit.
  • Value of Kenya’s Exports: Kenya’s exports are mainly based on processed raw materials. Minerals and processed agricultural materials from Kenya are generally bulky and of low value. Thus the total production and export cost is not commensurate with the profit accrued from such sales. Furthermore, the marginal profit gained cannot compare favourably with the heavy payment made for imports.
  • Pattern: The flow of trade still follows colonial patters where former colonies tend to trade more with the former colonizers.
  • Transport and communication network not well developed between Kenya and other African countries. This affects the flow of goods to and from these countries.

 

( c ) State four solutions to Africa’s Transport and Communication

       problem.

  • Trans-African highways: African countries have proposed to construct highways across the continent. These highways are intended to improve the quality and volume of international road traffic in Africa. The principal axis is supposed to be from Gaberone to Cairo and from Mombasa to Dakar.
  • International Railways: The presence of landlocked countries in Africa has made railway transport an attractive mode for transporting bulky raw materials to coastal seaports.
  • Regional Economic Co-operation: The establishment of regional economic organizations has created conditions favourable to increasing the quality and quantity of transportation between neighbouring states. Regional economic groups in Africa include the Economic Community of West African States (ECOWAS) and PTA among others.
  • Establishment of National Airways: Since the attainment of independence, every African country has established her own national carrier airline. Existing airports have been expanded e.g. Dar-es-Salaam, while international new ones have been established e.g. Jomo Kenyatta.
  • Establishment of ground satellite: African countries have been endeavouring to improve on the existing telecommunications. Several ground satellites and radio and television boosters have been established to ease out communication problems.

 

  1. (i) Mention two reasons why East Africa’s rivers are not useful for navigation.
  • Most rivers are small and shallow
  • Most rivers do not have even flow – they are seasonal
  • Some rivers have waterfalls and rapids
  • Some rivers are in narrow valleys and gorges
  • The rivers flow through unproductive areas

 

(ii) Name the type of transport that is very popular in East Africa and

      why.

 

Road transport.

Why?

  • Road transport is cheap to construct and maintain especially the earth roads
  • Roads are flexible and are found almost everywhere
  • Roads can carry ant load
  • Road transport is fast and fairly cheap
  • Road facilitates better functioning of other modes of transport i.e. it acts as feeder to the others as railway and air transport
  • It helps to deliver raw materials to remotely sited industries

 

 

 

 

 

 

(iii) What are the major limitations of Air transport in Africa?

  • The low standard of living in the majority of African countries makes it almost impossible for people to use air transport as a means of travel
  • Maintenance, fuel and general care of aeroplanes and airports are very expensive
  • Problem of air space – most countries impose heavy taxes in the form of fees for landing and flying rights to foreign aeroplanes
  • Most African countries have not modernized their terminals mainly due to financial problems
  • Other means of transport which are much cheaper than air transport also discourage its use
  • Freight traffic amongst African countries is very limited because there are not many goods transported by air
  • Poor weather especially when the sun is overhead

 

  1. (a) Explain the meaning of Regional Co-operation.

This is an association of countries that have come together to achieve some specific common objectives such as trade.

 

(b) What does Kenya stand to gain by the revival of the East African Community?

  • Increased market for her products
  • Increased employment opportunities for her citizens
  • Improvement in transport and communication infrastructure
  • Enhanced specialization
  • Saves foreign exchange which could have been used to import goods not produced in Kenya but can be got from her neighbours
  • Increased Socio-cultural unity/co-operation

 

( c ) Give at least three reasons that have hindered the growth and

       development of trade within the COMESA region.

  • Duplication of goods/products
  • Poor transport and communication network
  • Flow of trade still follows the colonial patterns e.g. Kenya still trades more with Britain
  • Developed countries provide essential manufactured goods hence are better trading partners than fellow African countries
  • High tariffs levied by African nations

 

  1. (a) (i) What is Urbanization?
  • It is the process whereby an increasing proportion of total population in a country settles in towns. OR
  • It is a process by which a population is transformed from a rural based agricultural life-style to urban-based non-agricultural life-style.

 

(ii) Identify the positive effects of rapid growth of urbanization.

  • Provides cheap and abundant labour
  • Provides a large market for industrial goods
  • Encourages rapid industrialization
  • Stimulates agricultural development in the rural areas because of the money remitted back home
  • Justifies the provision of social amenities
  • Facilitates diffusion of knowledge and ideas

 

(b) (i) What are the characteristic features of slums in Nairobi?

  • Dwelling structures are of extremely low standards which are constructed out of extremely cheap materials
  • The units are constructed back to back due to lack of space
  • The units are single roomed and very small
  • The buildings are dilapidated and are usually congested due to lack of space
  • There is inadequate sanitary facilities
  • There is absence of planned infrastructure such as roads

 

(ii) What factors have influenced the development of Industries in

      Eldoret  town?

  • Availability of cheap labour
  • Availability of agricultural raw materials
  • Well developed transport links with other parts of the country
  • Availability of ready market
  • Availability of power
  • Government policy of decentralization of industries
  • Extensive availability of land for expansion

 

  1. (a) Define the term industrialization.

It refers to the process and pace at which a country sets to establish industries.

 

( b ) State three ways in which Jua kali industries are important to

          Kenya.

  • Creation of employment opportunities
  • The sector makes use of materials that would otherwise be thrown away
  • Saves the country’s foreign exchange by producing goods that would otherwise be imported
  • Earns the country foreign exchange when jua kali products are exported
  • Encourages appropriate use of local resources
  • Are income generating projects thus contributes to the gross domestic product (GDP)
  • Leads to high standards of living due to increased earnings

 

  1. (a) What is Industrial inertia?

It is the tendency for an industry to maintain its activity in a place even though the original reasons for the establishment of that industry no longer exists.

 

  • State three ways in which the Government of Kenya is promoting industrial development.

Through:

  • Improvement of transport facilities/network.
  • Encouraging the growth of small scale or jua kali industries.
  • Allowing foreign investors to remit part of their profits back home.
  • Ensuring there is security (political stability) in the country.
  • Providing loans at low interest rates to investors.
  • Reducing local rates on imports and export tax.
  • Increasing duty on imported commodities to make them more expensive in the local market.
  • Encouraging industrial research on industrial matters (currently undertaken by KIRDI).
  • Encouragement of foreign investments.
  • Establishment of Kenya Bureau of Standards (KBS) to control quality of products.
  • Establishment of various financial institutions to provide soft loans to industrialists e.g. Industrial development bank, ICDC and DFCK.
  • Provision of training facilities at all levels for industrial planners and administrators e.g. at public universities and technical institutions.
  • By giving subsidies to specific industries.
  • Establishment of banking institutions to extend their services to industrialists especially in rural areas.
  • Establishment of Kenya Industrial Estates (KIE) to promote development of small-scale industries especially in rural areas.
  • Encouragement of rural electrification to provide power to industries.
  • Giving tax concessions to industrialists.
  • Carrying out feasibility studies for industrialists.
  • Offering technical advise to industrialists.

 

  1. (a) Name any three urban land-use zones.
  • The central business district (CBD)
  • Transitional zone
  • Industrial zone
  • Residential zone
  • Commuter zone

 

  • State four reasons which led to the development of Amsterdam as an entree-port.
    • Existence of deep natural harbour
    • Its strategic location in western Europe
    • Rich hinterland extending beyond Netherlands into Asia
    • Access to North sea via the north sea canal/construction of water ways
    • It was a centre of services such as banking and insurance
    • It was the largest industrial city in the Netherlands

 

  1. (a) Name two major types of industries located in Thika town.

      Leather tanning

  • Textiles
  • Paper mills

Tobacco treatment plants

  • Batteries making
  • Vehicle assembly
  • Food canning/processing
  • Sisal mats and bags
  • Coffee milling
  • Steel works
  • Fish net making

 

    (b) State three benefits of promoting regional trade to industrial

         development.

  • It provides raw materials that are not available in a country more easily from within the region
  • It provides a wider market for goods produced in a country
  • More industries can be developed to cater for the needs of the region/diversification
  • The cost of manufactured goods is reduced when they are sold within the region than abroad
  • It helps in solving the problems of restrictions on manufactured goods by some developed countries

 

    ( c ) Discuss four factors that influenced the location of iron and

           steel industry in Ruhr region of Germany.

  • Availability of coal/source of power: The Ruhr region is located on the largest coalfield in Europe. The coalfield extends from river Rhine to Hamm (east), river Lippe (north) and river Wupper (south). The ready supply of coal, which was a basic raw material, has led to the development of the iron and steel industry.
  • Availability of Iron Ore: Iron ore was available from the onset of the industrialization of the region within the Ruhr valley and the Sieg (Sieger) field to the South. However, with the intensification of the production of iron and steel in the region, Iron ore is now imported from Sweden, U.S.A. and Alsace-Lorraine (France)
  • Availability of Limestone: Limestone is a necessity in the iron and steel industry. The Ruhr region is advantaged because limestone is also found within the locality.
  • Central Geographical position: The Ruhr region is centrally located in Europe. It has direct connection with all parts of Europe by water, railway, air and road. The Rhine River is navigable from its mouth in the North Sea up to Basle in Switzerland. Iron ore from Alsace-Lorraine is transported downstream to Duisberg for use in the Ruhr region. Products are transported easily downstream through the river to Rotterdam and afterwards to the rest of the world. Canals connect the Ruhr region with Eastern Europe and the North Sea. Other canals like Mitteland Canal, which connects it at Berlin, are also used.
  • Availability of Capital: Capital accrued from other industries like coal is invested in the iron and steel industry. Old rich companies also provide ready capital for the development in the region. Such old companies include the Ruhr Kohle A.C. and the Krupp group.
  • Availability of ready market: Products fro the iron and steel industries of the Ruhr region have a ready market within the locality as well as in other parts of the world. The Ruhr conurbation of large industrial towns like Duisburg, Bochum, Essen, Dortmund, etc. forms an immediate market. The products are also exported to other countries especially in Latin America, Africa and Asia.

 

 

 

 

 

 

 

  1. Use the data below to answer the questions that follow.

Migration to and from Nairobi in thousands of people

 

PROVINCE TO NAIROBI FROM NAIROBI
Central 10 6
Rift Valley 18 9
Eastern 18 2
North Eastern 20 5
Western 7 2
Nyanza 10 1
Coast 8 5

 

(a) (i) Draw a divergence bar graph to represent the data above.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8  (ii) State two demerits of using the above method to represent data.

  • It does not show absolute/total variation from average
  • The method can only show one commodity at a time

 

    (b) Using the above data account for the increased movement of people to Nairobi.

  • Pressure on land: There is pressure on land in agriculturally productive areas of Central, Western and Nyanza provinces. Lack of enough farmland pushes the people to move out to the city.
  • Better employment opportunities: Many people move to Nairobi and other urban centres in search of jobs. They could also move in search of better paying jobs.
  • Opportunities for trade: Still others move to the city in search of better business opportunities
  • Social reasons: Some people move to Nairobi and other urban centers to live with their husbands, wives or other relatives.
  • Nairobi is an educational centre and people move to the city to exploit educational opportunities.
  • Nairobi also has the best medical/health facilities in the country. Thus, others move to Nairobi to be attended medically.
  • The notion that people in Nairobi are living a better life or enjoying makes people to move to Nairobi.
  • Dry areas have very little one can do for a living so people move to Nairobi in search for better jobs especially those from Eastern, North Eastern and parts of Rift Valley.
  • The jobs in rural areas are few and mostly manual. The educated youths avoid them and move to Nairobi and other urban centers in search of white-collar jobs.

 

    ( c ) Explain five ways of how the trend in (b) above can be

            reverted.

  • Decentralization of industries. Industries should be established in rural areas or areas away from Nairobi. This is already evident in the establishment of industries in Thika, Ruiru, Athi River, Mumias, Sony sugar companies among others.
  • Encourage more economic activities in rural areas to discourage rural urban migration.
  • Encourage cottage industries, which require less capital. This increases employment opportunities in rural areas.
  • Modernizing and diversifying agriculture. With better returns from agriculture people migrate less to towns.
  • Encourage labour intensive rural works/programmes e.g. soil conservation and afforestation which offer employment possibilities.
  • Decentralization of government decision-making process and implementation to the districts, thus, making them centres of development.

 

  • Give two effects of population increase in urban centres on the physical environment.
  • It leads to pollution of air, land, water and noise
  • Lack of urban planning resulting in mushrooming of poor and unlawful construction of slums and squatter settlements
  • Encroachment on agricultural land as people seek for more land for settlement
  • When there is an overflow of people into an urban area it puts stress on water supply since the town authorities are not able to plan for the increasing number of people each year

 

  1. (a) State three reasons why some industries must be located close to the source of raw materials.
  • Perishability: Some raw materials require first/initial processing before being used for production e.g. in the case of tea and milk.
  • Bulky and heavy raw materials: Industries involving use of bulky and heavy raw materials locate near raw materials to reduce transport costs. For example, all sugar-milling factories are located in the sugarcane growing areas. This is because processed sugar is less bulky and easy to transport. Other examples include location of sawmills near forests and cement manufacturing factories at the limestone mining sites.
  • Security: Industries dealing in highly valuable minerals such as gold need to be located near the raw materials for security reasons.

 

    (b) Name two non-agricultural industries.

  • Cement production
  • Oil refining
  • Metal products, glass making and steel rolling industry
  • Pulp and paper
  • Vehicle assembling industries

 

  1. (a) State and explain any four factors that influence the growth of urban centers.
  • Population increase: Rapid population increase usually leads to increased pressure on land in rural areas. This leads to excessive fragmentation of plots until such a time as they can no longer be subdivided if subsistence is to be maintained. Thus, people are forced to go and look for a way to earn a living elsewhere. They often migrate to urban centres resulting into high population growth rates.
  • Organization of the society: Urban growth and development has its origin in the inherent need by human beings to group together and enjoy companionship while maximizing the utilization of available social, economic and political opportunities. These opportunities depend on how well the society is organized. Thus, urban centres grow when the range of services provided to a growing population increases.
  • Industrialization: The urbanization process of the developed countries has its origin in the industrial revolution. Industrialization leads to increased income opportunities which attract people to reside close to them. Thika and Athi river are examples of towns whose population concentrations may be explained in terms of high concentration of manufacturing units in their vicinity.
  • Administration: The concentration of administrative functions at a specific location often attracts public attention. People tend to prefer living close to leaders because they feel more secure and can easily receive the leaders’ attention. This explains why most of the district headquarters in Kenya are also the biggest towns in their respective districts.
  • Mining: Substantial deposits of a mineral ore can attract economic activity and subsequent population concentration. Population concentration leas to urbanization, as the mining community has to be provided with basic facilities such as shopping, houses, sanitation, medical and academic institutions. Examples of such towns include Magadi (Kenya) township, Shinyanga (Tanzania), Kasese (Uganda), Enugu (Nigeria), Ndola (Zambia), Awaso (Ghana) and Kimberly and Johannesburg in South Africa.
  • Transportation: Transportation has been described as the cornerstone of urban growth and development. It determines the accessibility of urban facilities. Accessibility enables urban residents to select where to live, work, shop, relax, learn and pray. Improved transportation enables urban residents to participate in more urban-based activities at greater distances from their residence. Urban centers can also develop from major junctions and points of inter-modal transfer (break-of-bulk). Coastal towns such as Lamu, Mombasa, Tanga and Dar-es-Salaam owe their origin to transport related advantages.
  • Agriculture: Rich agricultural areas often witness the emergence of urban centers. Such areas require nearby local markets for their agricultural produce, and distribution outlets of agricultural inputs, such as fertilizers and farm implements. Examples include Mumias, Eldoret, Nakuru, Nyahururu, and Nanyuki.
  • Tourism: Tourism may lead to urban growth and development. It is an economic activity and attracts infrastructure, investment and people. Examples include Ukunda, Malindi (Kenya), Geneva, St. Moritz and Bern (Switzerland).

 

  1. (a) Define derelict land.

Refers to land that has been abandoned as useless or as too badly damaged to repay a private person to improve it. Its characteristics include; ugly, denuded of vegetation, laced with stagnant pools of water or covered with mining tailings or slag.

 

 

  • What are the possible solutions to land dereliction?
    • Legislation: Existing-mining companies should forced to rehabilitate the land after it has become uneconomic to extract minerals. Governments should be stringent to avoid evasion.
    • Reclamation of the derelict land.
    • Better town planning: Enforcement of laws, which restrict unplanned development.

 

  1. Citing specific examples, explain four climatic hazards experienced in Kenya.
  • Floods: This is the unusual covering of an area, by water, through a temporary rise in the river, lake or sea level. A river floods when its channel is unable to accommodate the discharge from its catchments. Floods mainly occur in lowland regions adjacent to high rainfall highlands. The high rainfall received in the highlands increases the volume of the rivers so much that by the time they reach their old age stage they overflow their banks. The process is accelerated if there is deforestation taking place in the uplands exposing the soils to rain wash. The eroded material is carried downhill and deposited in the banks of the river at the old age stage. Where deposition is extensive much of the river water spills over the banks to find their way into the plains. The flood plain of a river may be extended into the sea by the formation of deltas.

In Kenya flooding is common in the low lying areas served by rivers Nyando, Nzoia, Kuja and Tana. River Nyando, for example, originates from the Nandi hills and is responsible for the annual flooding of Kano plains between the months of March and May. The floods displace people and destroy property. Floods in Kenya also result from poor environmental management. These include deforestation, blocked urban drainage and cultivation along river banks. Deforestation can cause flash floods, soil erosion and sedimentation of reservoirs. Floods resulting from blocked drainage systems are common in major urban centers like Nairobi and Mombasa. Some of the worst floods recorded in Kenya Uhuru floods of 1961-1962 and the 1997-1998 el-nino floods.

The floods in Kano plains have, however, been seen as a blessing in disguise in that they bring a lot of fertile volcanic soils from Nandi hills which are deposited on the flood plains as silt. During floods fish swim upstream from lake Victoria into the plains. Consequently, the people of Kano plains catch a lot of fish with the advent of floods.

The devastating effects of floods can be controlled in various ways. These include avoiding the floods (evacuation and resettlement), land use zoning regulations, building of dams and dykes, reforestation and planting of other vegetation cover along river banks and improving and diverting channels to avert floods.

  • Lightning: This is a visible electrical discharge in form of a flash. Lightning may occur within a single cloud, cloud to cloud or cloud to ground. During the formation of a thunderstorm, electrical discharges take place. The earth’s surface is negatively charged while the atmosphere is positively charged. Lightning is associated with convectional rainfall and is experienced in regions that are intensely heated during the day, resulting in rapid transport of heat by convection in the atmosphere. This creates a severe mix-up of the heated air leading to thunder that is caused by collision of the charged molecules, a process leading in lightning. Lightning is disastrous, destroys property and lead to loss of life among other things. Hence there is need to provide protection where the likelihood of lightning is greater than normal. Regions prone to lightning in Kenya include the west of Rift Valley (especially Kisii and Nyamira districts), Kakamega and the lake Victoria region.

To control lightning disasters, the government of Kenya has taken the following measures: (a) establishment of a commission whose duty is to educate the people on dangers of lightning and how they can avoid the disaster. (b) Ministry of education has provided posters designed to educate people on precautionary measures against lightning. (c) Installation of lightning arresters in schools within the lightning prone areas.

  • Winds: Powerful like Tropical Cyclones cause havoc in the environment over which they prevail. The cyclones are formed by depression (areas of low pressure). Waterspouts cause turbulence in the inland water bodies such as lakes. In Kenya, they have destroyed buildings (e.g. carrying away of classroom roofs), capsizing boats and destroying fishermen’s nets in lake Victoria.
  • Drought: Deficiency of water in the ground, stream, lakes and reservoirs resulting in prolonged deficiency of rain e.g. the drought experienced in the year 1984.

 

  1. (a) (i) Explain four causes of water pollution.
  • Direct discharge of industrial chemicals by industries to the rivers, lakes, seas and oceans
  • Discharge of non-decomposing materials e.g. plastics
  • Pollution of seas, oceans and lakes by shipping especially oil tankers which discharge oil at the sea
  • Using the sea as a dumping ground for the household and industrial wastes
  • Agricultural chemicals in runoff (fertilizers, pesticides or herbicides) end up in rivers which become polluted
  • Disposal of radioactive waste from nuclear power stations to the oceans
  • Sewage water treatment using recycle methods and chlorine chemicals, the chemicals end up in the water

 

       (ii) State five measures that can be taken to control water

            pollution.

  • Limiting/controlling the size of human population (population growth rate)
  • Introduction of waste treatment plants
  • Introduction of public health services to monitor water supply for drinking
  • Introduction of strict anti pollution laws and enforcing them
  • Manufacturing of non-biodegradable products could be prohibited

 

     (b)(i) Explain four ways through which the government promotes
conservation of the environment.

  • Improvement of water, soil and air management through afforestation
  • A signatory to the International conventions on pollution control
  • Develop and exploit alternative sources of energy especially non-pollutant fuels e.g. electricity
  • Develop and exploit alternative uses of agro-chemicals e.g. the use of manures
  • Establishment of environmental standards and ethics
  • Environmental public awareness campaigns on pollution
  • Setting up a committee responsible for environmental conservation e.g. permanent presidential commission on environment and soil conservation
  • Setting aside a national tree planting day
  • Inclusion of environmental education in the school curriculum

 

       (ii) Why is the use of inorganic measures encouraged in

             improving  soil fertility?

  • It binds the soil together
  • It improves soil texture and structure
  • Nourishes soil organism
  • It improves soil temperature
  • It buffers soil
  • Adds a variety of soil nutrients into the soil

 

  1. (a) What is a multipurpose project.

This refers to an undertaking intended for many economic purposes e.g. irrigation, fishing, transport, and reservoir e.t.c.

 

       (b) (i) Name one multipurpose project in Kenya.

Masinga dam, Turkwel.

 

 

 

 

       (ii) State the objectives of the project you have named above.

The objectives of Masinga dam include to:

  • Act as a reservoir of the rest of the dams downstream, releasing water as required by the subsequent power stations
  • Provide water for irrigation
  • Be used for fishing
  • Be a tourists’ attraction centre. Masinga tourist lodge nearby provides recreational facilities.
  • Produce hydroelectric power

 

       (iii) State four problems the development of the project may bring

               to the  area.

  • Forms a barrier thus hindering transportation across the valley
  • It covers most of the fertile farmlands along the river valley
  • High water loss through evaporation due to the exposure of large water surface to direct sunrays
  • It interferes with the water animals (marine life) which cannot cross the barrier dam
  • The calm waters encourage breeding of mosquitoes and bilharzias snails
  • It segregates people who were neighbours due to resettlement in higher grounds

 

    ( c ) Describe the problems that led to the establishment of the Tennessee  Valley Authority.

  • Flooding during the rainy season from the Appalachian ranges
  • Deforestation of land due to clearing for cultivation
  • Monoculture which led to the exhaustion of the soil
  • Steep slopes which were bare and encouraged soil erosion

    (d) Explain how the Tennessee Valley Authority dealt with the problems   named in ( c ) above.

  • The problems were solved by construction of 33 dams along the river course to control floods
  • Reforestation of the steep hill slopes
  • Filling in the gullies which had been formed by erosion
  • Implementing (introducing) the modern methods of farming – terracing, crop rotation and fertilizer application
  • Planting of grass and cover crops to reduce surface run-off

KUCCPS mobile app for course application, admission results and letters

The Kenya Universities and Colleges Central Placement Service (KUCCPS) has developed a mobile app available for free download at Play store. The app is used to show your placement report; the course and university that you have been selected to join. It also displays your clusters i.e Degree Cluster weights for KCSE students with minimum university entry grade and above.

What is more? You can view available courses and institutions that you can select to join. The app also enables you to apply for the course of your choice by using the ‘Application’ tab.

Finally, you can request for an inter-institution transfer. This is helpful to students who are not satisfied with the institutions where they have been placed.

The KUCCPS student app: Use this tab to apply for inter-institution transfer.
The KUCCPS student app: Your menu list.
The KUCCPS student app: Use this tab to check your placement results.
HOW TO GET THE APP

The KUCCPS mobile application is available on Google play store. To get the app, simply search for KUCCPS app and select the one titled ‘KUCCPS STUDENTS’ and having the official KUCCPS logo. Ensure the app is having the developer as ‘KUCCPS DEV TEAM’. Then, you can click on install to have it on your phone. Click here to get the app now.

HOW TO USE THE APP

Once installed, log in normally (as you do on the kuccps portal). To access your account, you must be armed with your KCSE index number, KCSE year and password. Use Your Birth Certificate number or KCPE Index No (as used in KCSE Exam Registration) as your Initial Password. You can change this if you like but it is not very necessary to do so.

SEE ALSO;

Loreto Matunda Secondary School details, KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

Loreto High School, Matunda is a Girls boarding school, located in Moi’s Bridge location, Uasin Gishu County; in the Rift valley region of Kenya. Loreto High School, Matunda is a top performing school in Kenya. This article provides complete information about this school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

LORETO MATUNDA HIGH SCHOOL’S PHYSICAL LOCATION

Loreto High School, Matunda is a Girls boarding school, located in Moi’s Bridge location, Uasin Gishu County; in the Rift valley region of Kenya. Loreto High School, Matunda is a top performing school in Kenya.

LORETO MATUNDA HIGH SCHOOL’S INFO AT A GLANCE
  • SCHOOL’S NAME: Loreto Girls High School, Matunda
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: located in Moi’s Bridge location, Uasin Gishu County; in the Rift valley region of Kenya.
  • SCHOOL’S KNEC CODE: 26576117
  • SCHOOL’S OWNERSHIP STATUS:
  • SCHOOL’S PHONE CONTACT: 0796 971 852 Or 0728 407 195
  • SCHOOL’S POSTAL ADDRESS: Private Bag, Moi’s Bridge – 30202
  • SCHOOL’S EMAIL ADDRESS: loretohighmatunda@gmail.com
  • SCHOOL’S WEBSITE: loretohighschoolmatunda.sc.ke
LORETO MATUNDA HIGH SCHOOL’S ANTHEM
  1. Loreto is our name so sweet it sounds, a wonderful home that has given
    to us, as a comunity we live asone oh let us come together to pursue
    our goals .
    And our motto is on the cross,   As long as we live we,   believe,  and our motto is
    on the cross …. as long  as we live we believe   We love our Loreto ~ matunda , we laugh we study, and play together,
    Cruci dum Spiro Fido,  (While i live,in the i believe in the cross)
  2. Jesus was born and he died on the cross ,  he rose from the dead and He is alive, Our anchor our  hope and life, oh let us put our trust in him who showed us love.
LORETO MATUNDA HIGH SCHOOL’S BRIEF HISTORY

The spread of Christianity saw the establishment of the Matunda Catholic Mission and other developments seen today.
The Mission was established between 1949 & 1950 by the Kiltegan Fathers from Ireland led by Fr. Henan. They started a seminary which was inaugurated in 1959 when the first Form Ones were admitted. Among the early seminarians were the likes of Bishop Kairu (Murang’a), Fr. Morris Lwanga, Hon. Koigi wa Wamwere (former MP Subukia) and Hon. Kimani wa Nyoike (former MP Kinangop) .

In 1967, during the second term, the seminarians moved to Eldoret, the present day Mater Apostolorum (Mother of Apostles) seminary. This created room for the establishment of the then St. Joseph’s Girls Secondary School which was run by the Loreto Sisters, who had equally movedfrom the then Eldoret convent (presently Catholic University of Eastern Africa – Eldoret /Gaba Campus) to its present site. In 1969, the name changed to Loreto Convent Matunda. By this time, the school was entirely under the auspices of the Loreto Sisters as a private school. Later, it was taken over by the Government.

The chronology of events was follows:
  • 1972 Became Government maintained single stream
  • 1975 Full Government maintained Form 1-4 single stream
  • 1979 Start of second stream
  • 1982 Double stream from Form 1-4
  • 1983 1st Form 5 Arts stream intake
  • 1984 1st Form 6 sat for K.A.C.E
  • 1986 First 8-4-4 system double intake in Form 1
  • 1987 Last Form 4 (7-6-3 system)
  • 1989 Last Form 6 under the 7-6-3 system and first Form 4 under the 8-4-4 system.

Currently the school is 4 streamed.  The school motto, as is found in all Loreto institutions worldwide is enshrined in Latin, ” Cruci Dum Spiro Fido”, which means “On  The Cross While I Live I Trust” or better still “All For The Greater Glory Of God”. This has been a guiding dictum in all that pertains to the school life and thereafter. Great emphasis is laid on provision of holistic education for the formation of an all-round person; (spiritually, socially, mentally and physically). Hence, the school offers the necessary atmosphere and facilities to ensure the exploitation of individual potentialities.Spiritually, students are encouraged to actively participate in church functions.

This includes attending mass, morning and evening prayers, participation in YCS and Legion of Mary. Through these organizations, students have been able not only to benefit themselves but also the community at large. Academically, the school has been competitive, not only at the District level, but also at the County and national levels. Over the years, the school has posted good K.C.S.E results by sending a good number of students to the public, private universities and other tertiary institutions. Our hopes and aspirations are still to achieve remarkable performances in future as reflected in our school mission statement “Shine in everything that is good”.

Apart from P.E, which is part of the academic curriculum, students are offered a variety of co-curricular activities among them: hockey, athletics, basketball, football, handball, netball, drama, music, German Cultural Festivals, Essay writing competitions, National student leadership conferences and Kenya Science And Engineering Fair, through which some have enabled the school to appear in district, County and national levels thus enhancing the Loreto image. Currently the school is an extra-county school with a population of 850.
It is a four stream school. The school is CEMASE and STEM center.

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

Here are links to the most important news portals:

LORETO MATUNDA HIGH SCHOOL’S VISION

A model school in providing holistic quality education.

LORETO MATUNDA HIGH SCHOOL’S MISSION

To provide, nurture and enhance the relevant knowledge, skills and moral values empowering the girl-child to fit in the dynamic world.

LORETO MATUNDA HIGH SCHOOL’S MOTTO

Shine in everything that is good

LORETO MATUNDA HIGH SCHOOL’S CORE VALUES

Truth, Justice, Sincerity, Joy   and  Freedom

LORETO MATUNDA HIGH SCHOOL’S CONTACTS

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications:

  • Postal Address: Private Bag, Moi’s Bridge – 30202
  • Email Contact: loretohighmatunda@gmail.com
  • Phone Contact: 0796 971 852 Or 0728 407 195
LORETO MATUNDA HIGH SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

LORETO MATUNDA HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school featured in the list of top 200 schools nationally. This is after recording a mean score of 6.9 (C+ plus).

 Loreto high School – Matunda KCSE results analysis since 2010

YEAR A A- B+ B B- C+ C C- D+ D D- E ENTRY MEAN
2018 0 2 14 30 42 28 37 23 11 4 0 0 191 7.105
2017 0 4 9 29 37 23 35 28 8 3 0 1 177 7.028
2016 0 1 17 29 38 43 26 13 4 0 0 0 171 7.508
2015 1 8 27 52 44 25 11 2 0 0 0 0 170 8.453
2014 2 15 29 36 43 35 14 2 0 0 0 0 176 8.443
2013 2 21 30 31 35 29 13 4 3 1 1 0 170 8.423
2012 1 19 36 34 27 26 9 3 1 0 0 0 156 8.705
2011 5 13 17 35 20 11 9 4 2 0 0 0 116 8.760
2010 3 12 11 18 30 14 13 4 0 0 0 0 105 8.343

 

Also read;

 For all details about other schools in Kenya, please visit the link below;

LORETO MATUNDA HIGH SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

Loreto High School, Matunda details

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SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

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TSC Minet Latest List of all Service Providers, Hospitals in Garissa County: Their Contacts, Location and Services Offered

TSC Minet Latest List of all Service Providers, Hospitals in Garissa County: Their Contacts, Location and Services Offered

Region County Sub-county Town Name of Service Provider Access Services
NORTH EASTERN GARISSA
NORTH EASTERN GARISSA GARISSA TOWNSHIP GARISSA TOWNSHIP AL- MAQDIS MEDICAL CENTRE DIRECT IP/DENTAL
NORTH EASTERN GARISSA GARISSA TOWNSHIP GARISSA TOWNSHIP ANTALIYA HOSPITAL LTD DIRECT IP/OP/MAT/SPECIALIST
NORTH EASTERN GARISSA GARISSA TOWNSHIP GARISSA TOWNSHIP BLISS GVS HEALTHCARE LTD GARISSA DIRECT OP/DENTAL/OPTICAL(NHIF ACCREDITED)
NORTH EASTERN GARISSA GARISSA TOWNSHIP GARISSA TOWNSHIP NORTHGATE NURSING HOME LIMITED DIRECT DENTAL/IP/MAT
NORTH EASTERN GARISSA DADAAB DADAAB SHIFAA NURSING HOME REFERRAL IP/Direct MAT
NORTH EASTERN GARISSA DADAAB DADAAB BULLE MEDICAL CENTRE DIRECT OP
NORTH EASTERN GARISSA GARISSA TOWNSHIP GARISSA TOWNSHIP GARISSA MOTHER AND CHILD DIRECT OP/MAT
NORTH EASTERN GARISSA IJARA IJARA SHAMSU HEALTHCARE LIMITED DIRECT IP/OP

Admission Letters For Students Placed to Egerton University by KUCCPS

The The Kenya Universities and Colleges Central Placement Service (KUCCPS) has posted the Admission Letters For Students Placed to Egerton University by KUCCPS. Congratulations to all Egerton University prospective students.

Egerton University is one of the best performing public universities in Kenya offering a wide range of highly competitive courses.

Egerton University would like to congratulate all students placed to the university by  Kenya Universities and Colleges Central Placement Service  (KUCCPS).

An SMS was sent to you with instructions on how to acquire your admission letter and other required documents via the telephone number that you gave when you were registering with KUCCPS.

If you have not received any communication from us please use the link below to get the message with instructions.

 http://firstyears.egerton.ac.ke/retrieve_sms

Ensure you have not blocked promotional messages on your line.

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A simplified explanation of the new TSC job grades and salary scales

The Teachers Service Commission (TSC) has developed new job grades for teachers under the Career Progression Guidelines (CPG). These grades replaces the former job groups that were identified by alphabetical letters A to R.

Each of this grade is attached to a TSC salary scale.

THE NEW TEACHERS’ GRADES 

S/NO CURRENT GRADE FORMER GRADE DESIGNATION
1 C2 K Secondary Teacher II
2 C3 L Secondary Teacher I
3 C4 NEW GRADE Deputy Headteacher
4 C5 M Senior Master II
5 D1 M & N Deputy Principal IV & Senior Master II
6 D2 N. Deputy Principal III
7 D3 M & N Principals
8 D4 P Senior Principals
9 D5 Q & R Chief Principals

 

Also read; TSC Latest guidelines on promotion and appointment of school administrators (Principals, Head Teachers, Deputies, Senior Teachers and Masters)

The new teachers’ job grades.

Here is a summary of the newly established TSC teachers job grades;

S/N Job group/ grade Teachers placed in the grade Qualifications/ Entry to the grade
1 Grade B5 (T- Scale 5) Established for Primary Teacher II This is the entry grade for primary school teachers
2 Grade C1 (T- Scale 6) For Secondary Teacher III, Lecturer III and Primary Teacher I This is an entry grade for secondary school teachers who are holders of Diploma in Education.
3 Grade C2 (T- Scale 7) For Secondary Teacher II, SNE Teacher II (Primary Schools), Lecturer II and Senior Teacher II This is an entry grade for secondary school teachers who are holders of a Bachelor’s Degree in Education or its equivalent. It is also a promotional grade for holders of Diploma in Education.
4 Grade C3 (T- Scale 8) A grade established for Secondary Teacher I, Lecturer I, SNE Teacher I (Primary Schools), SNE Teacher II (Secondary Schools) and Senior Teacher I This is a promotional grade for teachers in secondary school.
5 Grade C4 (T- Scale 9) Established for Senior Master IV, Senior Lecturer IV, SNE Senior Teacher (Primary Schools), SNE Teacher I (Secondary Schools) and Deputy Head Teacher II This is a promotional grade for institutional administrators in secondary schools.
6 Grade C5 (T- Scale 10) For Deputy Principal IV, Senior Master III, Senior Lecturer III, Head Teacher, Deputy Head Teacher and Curriculum Support Officer II. This is a promotional grade for institutional administrators in secondary schools.
7 Grade D1 (T- Scale 11) Made up of Senior Master II, Deputy principal III, Senior Head Teacher, Senior Lecturer II and Curriculum Support Officer I This is a promotional and an entry grade for Deputy Principals in secondary schools. To get appointed to this promotional grade, one must have served as Senior Master III T-Scale 10 for a minimum period of three (3) years; among other requirements.
8 Grade D2 (T- Scale 12) Deputy Principal II and Senior Master I This is a promotional position for Deputy Principals in secondary schools. One must have served as Deputy Principal III or Senior Master II T-Scale 11 for a minimum period of three (3) years; so as to get promoted. This is additional to other requirements as outlined by the Commission.
9 Grade D3 (T- Scale 13) Principals and Deputy Principal I This is a promotional grade for Deputy Principals in secondary schools. Among others, the two basic requirements for appointment to this grade are: a teacher must have served as Deputy Principal II or Senior Master I T-Scale 12 for a minimum period of three (3) years and be a holder of Master’s degree in a relevant area.
10 Grade D4 (T- Scale 14) A job group for Senior principals This is a promotional grade for administrators in secondary schools. Promotion to this grade will be competitive and subject to availability of vacancies in the establishment. To get appointment to this grade, a teacher must have served as Principal/Deputy Principal I T-Scale 13 for a minimum period of three (3) years and also be a holder of Master’s Degree in a relevant area; on top of other conditions as set by the Commission.
11  Grade D5 (T- Scale 15) This is the job group for all Chief Principals. This is the highest grade that can be attained by a secondary school teacher. This is a promotional grade for administrators in secondary schools. Promotion to this grade will be competitive and subject to availability of vacancies in the establishment. To qualify for appointment to this grade, a teacher must have served as Senior Principal T-Scale 14 for a minimum period of three (3) years and be a holder of Master’s Degree in a relevant area.

Get a simplified explanation of these grades below;

Primary School Teachers’ Job Grades

S/NO. Category Designation Title Grade T-Scale
1 Primary Teacher Primary Teacher II B5 5
2 Primary Teacher Primary Teacher I C1 6
3 Senior Teacher Senior Teacher II C2 7
4 Senior Teacher Senior Teacher I C3 8
5 Deputy Head Teacher Deputy Head Teacher II C4 9
6 Deputy Head Teacher Deputy Head Teacher I C5 10
7 Head Teacher Head Teacher C5 10
8 Head Teacher Senior Head Teacher D1 11

1). Primary teacher II (T- Scale 5): 

This is an entry grade for Primary school teachers. The basic requirements for this grade are: having a Kenya Certificate of Secondary Education (KCSE) minimum mean Grade C (Plain) or other recognized equivalent qualifications; and must be in possession of a Primary Teacher Certificate (PTE) or its approved equivalent;

2). Primary Teacher I (T- Scale 6): 

This is a promotional grade for primary school teachers. Among other requirements, to get promoted to this grade one must have served as Primary Teacher II T-Scale 5 for a minimum period of three (3) years

3). Senior Teacher II (T- Scale 7): 

This is a promotional grade and an entry to the administrative cadre. Promotion to this grade will be competitive and subject to availability of vacancies in the establishment.

One of the major requirement to get promoted to this grade is that one must have served as Primary Teacher I T-Scale 6 for a minimum period of three (3) years.

4). Senior Teacher I (T- Scale 8): 

This is a promotional grade for institutional administrators in Primary Schools. Promotion to this grade will be competitive and subject to availability of vacancies in the establishment.

To get promoted to this grade one must have served as Senior Teacher II T- Scale 7 for a minimum period of three (3) years; among other conditions for promotion.

5). Deputy Head Teacher II (T- Scale 9): 

This is a promotional grade for institutional administrators in primary schools. Promotion to this grade will be competitive and subject to availability of vacancies in the establishment.

To be promoted to this grade a teacher must have served as Senior Teacher I T- Scale 8 for a minimum period of three (3) years; have satisfactory rating in the performance appraisal; among other requirements.

6). Deputy Head Teacher I (T- Scale 10): 

This is a promotional grade for institutional administrators in primary schools. One must have served as Deputy Head Teacher II T-Scale 9 for a minimum period of three (3) years so as to garner promotion to this grade; on top of other requirements.

7). Head Teacher (T- Scale 10): 

This is a promotional grade for institutional administrators in primary schools. Among other requirements, one must have served as Deputy Head Teacher II TSC Scale 9 for a minimum period of three (3) years in order to be promoted to this grade.

8). Senior Head Teacher (T- Scale 11): 

This is a promotional grade for institutional administrators in primary schools. A major requirement is one must have served as Head Teacher or Deputy Head Teacher I T-Scale 10 for a minimum period of three (3) years so as to be promoted to this grade.

Secondary School Teachers’ Job Grades

S/NO. Category Designation Title Grade T-Scale
1 Secondary Teacher Secondary Teacher III C1 6
2 Secondary Teacher Secondary Teacher II C2 7
3 Secondary Teacher Secondary Teacher I C3 8
4 Senior Master Senior Master IV C4 9
5 Senior Master Senior Master III C5 10
6 Senior Master Senior Master II D1 11
7 Senior Master Senior Master I D2 12
8 Deputy Principal Deputy Principal IV C5 10
9 Deputy Principal Deputy Principal III D1 11
10 Deputy Principal Deputy Principal II D2 12
11 Deputy Principal Deputy Principal I D3 13
12 Principal Principal D5 13
13 Principal Senior Principal D4 14
14 Principal Chief Principal D5 15

 

Secondary School Teacher III (T- Scale 6; Grade C1) 

This is the entry grade for secondary school teachers who are holders of Diploma in Education.

To get placed into this grade one must be in possession of Kenya Certificate of Secondary Education (KCSE) with a minimum mean grade of C+ (Plus) or its equivalent, have a Diploma in Education (with two teaching subjects) or its equivalent and have attained a minimum grade of C+ (plus) in the two teaching subjects at KCSE level; among other requirements. A teacher in this grade can be promoted to the next Job group; Grade C2. 

The three basic requirements for this grade (Grade C2) are: One should be: in possession of a Kenya Certificate of Secondary Education (KCSE) with a minimum mean grade of C+ or its equivalent, in possession of a Bachelor’s Degree in Education with two teaching subjects; or a Bachelor’s Degree in a relevant area with two teaching subjects plus a Post Graduate Diploma in Education (PGDE) and having a minimum grade of C+ (plus) in the two teaching subjects at KCSE level.

Secondary School Teacher II (T- Scale 7; Grade C2)

This is an entry grade for secondary school teachers who are holders of a Bachelor’s Degree in Education or its equivalent. A teacher in this grade can be promoted to Secondary School Teacher I (T- Scale 8; Grade C1) .

To qualify for appointment to this grade, a teacher must have served as Secondary School Teacher II T-Scale 7 for a minimum period of three (3) years; among other requirements.

3). Secondary School Teacher I (T- Scale 8): 

This is a promotional grade for teachers in secondary school. To qualify for appointment to this grade, a teacher must have served as Secondary School Teacher II T-Scale 7 for a minimum period of three (3) years; among other requirements.

4). Senior Master IV (T- Scale 9): 

This is a promotional and an entry grade for institutional administrators in secondary schools. Among other requirements, A teacher must have served as Secondary Teacher I T-Scale 8 for a minimum period of three (3) years to qualify for appointment to this grade.

5). Senior Master III (T- Scale 10): 

This is a promotional grade for institutional administrators in secondary school. One of the basic requirement for appointment to this grade is a teacher must have served as Senior Master IV T- Scale 9 for a minimum period of three (3) years.

6). Senior Master II (T- Scale 11): 

This is a promotional grade for institutional administrators in secondary schools. To qualify for appointment to this grade, a teacher must have served as a Senior Master III T-Scale 10 for a minimum period of three (3) years; among other requirements.

7). Senior Master I (T- Scale 12): 

According to the TSC establishment, this is a promotional grade for institutional administrators in secondary schools.

To qualify for appointment to this grade, a teacher must have served as Senior Master II or Deputy Principal III T- Scale 11 for a minimum period of three (3) years. This is on top of other requirements as stipulated in the Career Progression guidelines for teachers.

8). Deputy Principal III (T- Scale 11):

This is a promotional and an entry grade for Deputy Principals in secondary schools. To get appointed to this promotional grade, one must have served as Senior Master III T-Scale 10 for a minimum period of three (3) years; among other requirements.

9). Deputy Principal II (T- Scale 12):

This is a promotional position for Deputy Principals in secondary schools. One must have served as Deputy Principal III or Senior Master II T-Scale 11 for a minimum period of three (3) years; so as to get promoted. This is additional to other requirements as outlined by the Commission.

10). Deputy Principal I (T- Scale 13): 

This is a promotional grade for Deputy Principals in secondary schools. Among others, the two basic requirements for appointment to this grade are: a teacher must have served as Deputy Principal II or Senior Master I T-Scale 12 for a minimum period of three (3) years and be a holder of Master’s degree in a relevant area.

11). Principal (T- Scale 13): 

This is a promotional grade for administrators in secondary schools. To qualify for appointment to this grade, a teacher must have served as Deputy Principal II/Senior Master I T-Scale 12 for a minimum period of three (3) years and be a holder of Master’s degree in a relevant area; among other conditions.

12). Senior Principal (T- Scale 14): 

This is a promotional grade for administrators in secondary schools. Promotion to this grade will be competitive and subject to availability of vacancies in the establishment.

To get appointment to this grade, a teacher must have served as Principal/Deputy Principal I T-Scale 13 for a minimum period of three (3) years and also be a holder of Master’s Degree in a relevant area; on top of other conditions as set by the Commission.

13). Chief Principal (T- Scale 15): 

This is the highest grade that can be attained by a secondary school teacher. This is a promotional grade for administrators in secondary schools. Promotion to this grade will be competitive and subject to availability of vacancies in the establishment.

To qualify for appointment to this grade, a teacher must have served as Senior Principal T-Scale 14 for a minimum period of three (3) years and be a holder of Master’s Degree in a relevant area.

Tertiary/ Teachers Training Colleges Tutors’ Job Grades

S/NO Category Designation Title Grade T-Scale
1 Lecturer Lecturer III C1 6
2 Lecturer Lecturer II C2 7
3 Lecturer Lecturer I C3 8
4 Senior Lecturer Senior Lecturer IV C4 9
5 Senior Lecturer Senior Lecturer III C5 10
6 Senior Lecturer Senior Lecturer II D1 11
7 Senior Lecturer Senior Lecturer I D2 12
8 Deputy Principal Deputy Principal IV C5 10
9 Deputy Principal Deputy Principal III D1 11
10 Deputy Principal Deputy Principal II D2 12
11 Deputy Principal Deputy Principal I D3 13
12 Principal Principal D3 13
13 Principal Senior Principal D4 14
14 Principal Chief Principal D5 15

TSC allowances (Commuter allowances)

The Teachers Service Commission (TSC) pays Commuter allowance to all teachers on the payroll. This is an allowance paid to teachers, monthly, to cater for transport costs to duty. Chief Principals at Grade D5 receive the highest amount of monthly commuter allowance. These teachers receive Sh16,000 per month as Commuter allowance.

Senior Principals at grade D4 and Principals at grade D3 get a monthly commuter allowance of Sh14,000.

On their part, Deputy Principals III at grade D2 and Deputy Principal IV & Senior Master II at grade D1 receive Sh12,000 as monthly commuter allowance.

Senior Masters II (grade C5) and Deputy Head Teachers (Grade C4) equally get a commuter allowance of Sh8,000.

Secondary school teachers at grade C3 are paid a monthly commuter allowance of Sh6,000. Note that this is the largest group of secondary school teachers.

The least paid teacher at grade B5 receives a monthly commuter pay of Sh4,000.

Summary of Commuter allowances paid to teachers by TSC

Here is the full table showing the commuter allowances paid to teachers per job group.

S/NO GRADE TSC SCALE FORMER JOB GROUP Commuter Allowance- in Kshs. Per Month
1 B5 5 G 4,000
2 C1 6 H 5,000
3 C2 7 I 5,000
4 C3 8 J 6,000
5 C4 9 K 8,000
6 C5 10 L 8,000
7 D1 11 M 12,000
8 D2 12 N 12,000
9 D3 13 P 14,000
10 D4 14 Q 14,000
11 D5 15  R 16,000

Latest TSC requirements for primary teachers

Are you intending to pursue a Diploma in Primary Teacher Education(DPTE)? Well. You should realize that the Kenyan Government has since abolished the P1 Training Course and replaced it with DPTE. This new course comes with new joining requirements.

It is therefore necessary for you to know the joining and TSC requirements before enrolling for this Course. Please note that the first intake for this course will be in May 2021.

TSC requirements for primary teachers

The Teachers Service Commission, TSC, has set minimum requirements for teachers. For you to be considered for employment as a primary teacher in Kenya, you have to satisfy all the following TSC requirements for primary teachers.

  1. Be a Kenyan citizen.
  2. Hold a PTE Certificate (P1 certificate) from KNEC Or.
  3. A Bachelors of Education degree (Primary education) from a university recognized by the government of Kenya (with 2 teaching subjects.).

Read all details on the new Diploma in Primary Teacher Education (DPTE) course; The new Diploma in Primary Education (DPTE) Course; Full details, intakes and requirements

Other requirements

You must be registered with the TSC and have a TSC number according to the specifications of the TSC Act Cap 212, Section 23(1) at the time of application.

If you lack the physical TSC registration certificate (perhaps you’re yet to receive it), make sure that you attach a printout of your TSC number application (as made online) showing the verified status.

This is taken to be evidence that you have met the basic requirements to be registered as a primary teacher in Kenya.

You can read further details here; TSC new teacher registration guidelines, requirements and online procedure: Easily get your TSC Number

Teaching vacancies have become very competitive nowadays. Better your grades in College and also during teaching practice as this will give you an edge over your competitors. See more pieces of advice here; How to get employed by TSC easily and faster: Top ten points to note for graduate teachers.

A word on primary teacher training and job groups in Kenya

Please note that the government has abolished the P1 certificate and replaced it with a Diploma Training program for primary school teachers.

Subsequently, new primary school teachers are now being employed under job grade B5 and not the older job group G as it has been the tradition for fresh P1 teachers.

Other grades, starting with J, K, L, M, and N, have been renamed C1, C2, C3, C4, and C5 in that order.

Related news; TSC Guidelines for recruitment of primary school teachers; marking scheme for interns 2020/2021

TSC requirements for primary teachers – Frequently asked Questions [FAQs]

When will TSC employ new teachers?

It’s not clear the exact dates but TSC employs new teachers every year.

There is usually a major recruitment exercise where thousands of teachers are hired then a few others across the year where the TSC fills positions left vacant by teachers who have left the service through natural attrition.

Can I apply online?

Sure, the TSC online teachers recruitment portal is always on and you can upload your documents there and wait if the advert has a position you qualify for.

Note that a hard copy application to the commission is not necessary if you apply online.

What is the age limit for TSC employment?

As previously mentioned, the maximum age for you to get employment as a teacher in Kenya is 45 years.

But under TSC act 2012, TSC sometimes hires those over 45 years in contract terms.

Those engaged under contract can only serve up to 65 years of age.

How many teacher has the TSC employed in Kenya?

The number of TSC teachers in Kenya stands at slightly above 220000 primary school teachers and 105000 tutors in the local secondary schools.

Does TSC employ special needs teachers?

Yes, they do (keep checking their adverts on the website to know when they have openings).

And the good thing is that all you need is to have undergone special needs education (for the visually and hearing impaired) in an accredited institution.

You, of course, have to meet the other requirement for primary teacher including the age limit.

TSC contacts

If you have any issue you would like clarified about the TSC requirements for primary teachers, contact the director of staffing at the commission using the following hotlines:

Telephone 1: 0202892193

Telephone 2: 0202892131

You can also write to him/her through the official staffing email address dirtm@tsc.go.ke

To keep track of the available positions, regularly visit www.tsc.go.ke.

Other TSC contacts are available here.

Popular news in this category

2020 Equity Bank Wings to Fly Scholarship; Form and how to fill it online

The 2019 Kenya Certificate of Primary Education, KCPE, results have been announced. Candidates with good scores can now start looking for scholarships to fund their Secondary Education; as they are expected to join form one in January 2020. One of the Scholarships available to those joining secondary school is the Equity Bank’s Wings to Fly Scholarship. he program targets high achieving yet needy (orphan or vulnerable) students identified by assessing two main criteria based on academic performance at KCPE and social-economic vulnerability as follows:
  1. Academic achievement- Qualifying students must be in the top 5th percentile in KCPE in their District.
  2. Students from economically disadvantaged backgrounds – Eligible students who would not be able to attend secondary school for reasons arising from loss of one or both parents; parents who are unable to educate their children because they are physically or mentally disabled, living with HIV/AIDS or other chronic debilitating illness; families that have been displaced due to natural disasters such as floods, drought, famine or civil conflict; families that have no evidence of accumulated assets; children who show evidence of bursaries received or financial assistance in the past or who have a past history of school absenteeism due to lack of tuition fees.
Each year, the Equity Bank Group gives scholarships to needy form ones under the Wings to Fly Programme.

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

Here are links to the most important news portals:

Details about the Wings to Fly Scholarship

  • Candidates who have attained 350 marks and above are advised to fill in the application form, attach their slip and return the same to the nearest Equity Bank branch or Equity Bank Agent.
  • Application forms can be obtained from Equity Bank or nearby Equity Bank Agents
  • Completed application forms must be returned to the Equity Bank branch or Equity Bank Agent not later than 10th January
  • Shortlisted students will be invited for interviews which will be conducted by the Equity Group Foundation District Scholarship Selection Board.
  • The Wings to Fly scholarship caters for school fees, books, uniform, transport, shopping and pocket money for the four years of secondary school.

2020 WINGS TO FLY SECONDARY SCHOOL SCHOLARSHIP ONLINE APPLICATION PROCESS

APPLICATION INSTRUCTIONS
  • Only 2019 KCPE candidates are eligible to make an application for this scholarship.
  • The information provided in this form is intended to help Equity Group Foundation Community Scholarship Selection Board (CSSB) understand the applicant’s academic and financial position for the purpose of assessment for scholarship/award.
  • All fields with asterisk (*) are mandatory fields and must be filled accordingly.
  • This application form must be filled accurately, honestly and completely. Equity Group Foundation will reject any applications without relevant documents.
  • Please review the following documents and if required have soft/scanned copies for ease of completing the online application form:
  1. KCPE Results Slip (official KNEC slip or signed & stamped paper with grades from the school). For early bird applications, you will be allowed to fill the application form without KCPE marks. However, these marks must be entered and result slip attached before final 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.
  • The completion and submission of this form is not a guarantee for sponsorship.
  • Only shortlisted candidates will be invited for interviews.
  • Any false statements, omissions or forged documents will lead to automatic disqualification.
  • Please note that the application cannot be edited once it has been submitted.
WINGS TO FLY SELECTION CRITERIA An eligible applicant for the Wings to Fly Scholarship should be academically promising and either be orphaned and/or from vulnerable backgrounds as defined below:
  • Children who have lost one or both parents and have no relative/guardian/sponsor to provide for their secondary education – evidence in form of Death Certificates/Burial Permits/letter from your Chief should be attached.
  • Children who are and/or whose parents are physically, visually, or hearing impaired and are unable to educate their children and have no relative/guardian/sponsor to provide for their secondary education
  • Children who are and/or whose parents are living with HIV/AIDS or other chronic debilitating illnesses and are unable to educate their children and have no relative/guardian/sponsor to provide for their secondary education – medical records should be sought
  • Children who come from vulnerable and marginalized groups or indigenous communities or have suffered from cultural practices e.g. early marriage, female genital mutilation or negative influences including radicalization, child labour among others.
  • Children from families affected by natural disasters such as flooding, drought, and famine or civil conflict and are unable to educate their children and have no relative or guardian or sponsor to provide for their secondary education
  • Children who have suffered neglect and/or abandonment and have no relative/guardian/sponsor to provide for their secondary education
  • Children with parents living under extreme poverty and have no relative/guardian/sponsor to provide for their secondary education

GUIDE ON FILLING THE 2020 WINGS TO FLY SCHOLARSHIP FORM

HOW TO APPLY ONLINE

Applicant should create a new account through the portal https://egfdmis.equitybank.co.ke/register_w2f and fill in the 2020 application form for consideration.  

Iriaini Girls High School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

Iriaini Girls High School is a public Girls’ County Level Boarding School. The Senior School (Secondary School) is physically located at Nyeri South Subcounty in Nyeri County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on:  0787924751

Continue reading: New list of all National Schools in Central Region {CBE Senior Schools}

This well researched article provides the latest and accurate on the school’s School Physical Location, Postal Address, Mobile Number, Telephone Number, Email Address and School Website. Also available is the school’s Category, type, level, accomodation type, Knec Code and Performance at KNEC EXAMS.

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Nyeri County.

Subcounty: Nyeri South Subcounty.

School Type/ Ownership: A Public School.

Nature os School/ CBE Level: Senior School (SS).

Category: Regular School

School’s Official Name: Iriaini Girls High School 

Sex: Girls’ School.

School Cluster/ Level: County School whose Classification is C2.

Accomodation Type: Boarding School.

Knec Code:  08237016

School’s Official Phone Number:   0787924751 

Official Email Address for the School:  iriainigirls14@gmail.com

Postal Address: P.O BOX 90-10100,. NYERI.

Total Number of Subjects Combinations Offered at the School: 24 Subjects’ Combinations in various Pathways.

Important Links with Schools’ details:

Fees paid at Iriaini Girls High School 

Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.

Iriaini Girls High School Profile & Information

Complete overview of academic programs and school details

IRIA-INI GIRLS HIGH SCHOOL

LocationNYERI
SexGIRLS
CategoryREGULAR
ClusterC3

10

STEM

9

Social Sciences

5

Arts & Sports

Subject Combinations Offered at Iriaini Girls High School

View all available subject combinations at this school

ARTS & SPORTS SCIENCE

5
SPORTSCode: AS2009
Biology,Geography,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1049
Literature in English,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1038
Business Studies,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1002
Biology,Fine Arts,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1043
Fasihi ya Kiswahili,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE

STEM

10
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2097
Biology,Business Studies,Computer Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2059
Agriculture,Chemistry,Computer Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2024
Chemistry,Computer Studies,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2031
Computer Studies,Home Science,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2050
Agriculture,Business Studies,Geography
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2027
Computer Studies,Geography,Home Science
3 SubjectsSTEM

SOCIAL SCIENCES

9
LANGUAGES & LITERATURECode: SS1040
Computer Studies,Fasihi ya Kiswahili,Indigenous Language
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2118
Business Studies,Geography,Kenya Sign Language
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2100
Business Studies,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2064
Christian Religious Education,Computer Studies,History & Citizenship
3 SubjectsSOCIAL SCIENCES

How to get the School’s Knec Results.

To check the school’s Knec results, visit Knec Portal and search for the school by its name.

📍 How to get more Information about the School

For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.

Continue reading:

How to Contact the Ministry of Education, MoE- Kenya..

Contact the Ministry by using the following details;

1. State Department of Early Learning and Basic Education:

  • Postal Address: P.O Box 36260-00200 Nairobi, Kenya
  • Physical Address: Jogoo House B, Taifa Road
  • Telephone Number: +254-020-3318581
  • Email: psbasic@education.go.ke

2. MINISTRY OF EDUCATION’s HEAD OFFICE.

  • Physical Location: Jogoo House “B” Taifa Road
  • Postal Address: P.O. Box 300400-00100 Nairobi.
  • Email: info@education.go.ke
  • Phone : +254(0) 3318581

How to Select Grade 10 Subjects and schools

To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.

1. How you can Choose a Career Pathway:

  • Identify your interests and potential career aspirations.
  • Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
  • Confirm your choice to proceed with the pathway.

2. Select Subject Combinations:

  • The portal will provide you with a list of subject combinations available within your chosen pathway.
  • Choose three subject combinations that align with your interests and strengths.

3. Select Preferred Senior Schools:

  • For each subject combination, select four schools from the available clusters.
  • This ensures a diverse range of options and equal representation from different categories of schools.
  • A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.

TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools

Science Combinations

  • Chemistry & Biology
  • Chemistry & Physics
  • Agriculture & Geography
  • Biology & Geography
  • Home Science & Biology
  • Physics & Computer
  • Agriculture & Biology
  • Agriculture & Chemistry

Language Combinations

  • English & Literature
  • Kiswahili & CRE (Christian Religious Education)
  • Kiswahili & History
  • Kiswahili & Geography
  • German & Geography
  • German & CRE
  • Kiswahili & IRE (Islamic Religious Education)
  • Kiswahili & Home Science
  • Kiswahili & P.E. (Physical Education)
  • French & Geography
  • French & Business Studies
  • French & CRE
  • French & History
  • Arabic & IRE
  • German & History

Mathematics Combinations

  • Mathematics & Business Studies
  • Mathematics & Geography
  • Mathematics & Computer
  • Mathematics & Chemistry
  • Mathematics & Biology
  • Mathematics & Physics

Humanities Combinations

  • Geography & CRE
  • History & CRE
  • Geography & History
  • Geography & IRE
  • History & IRE
  • History & P.E.
  • Geography & P.E.
  • Geography & Business Studies
  • Home Science & History
  • Home Science & CRE
  • SNE & P.E.
  • Music & P.E.

Technical Combinations

  • Metal Work & Mathematics
  • Metal Work & Physics
  • Woodwork & Mathematics
  • Woodwork & Physics
  • Electricity & Mathematics
  • Electricity & Physics
  • Fine Arts & History (Fine)
  • Art & Geography
  • Art & Design & History
  • Art & Design & Geography
  • Kiswahili & Home Science
  • Kiswahili & P.E.

SELECTION OF PATHWAYS AND SENIOR SCHOOLS

• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway

The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation

Out of the 12 schools selected based on pathway;

  • 9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
  • Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
    Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.

How Placement of learners to Senior Schools (SS) at Grade 10 will be done

It will be based on:

  • Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in  schools of choice
  • Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
  • Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
  • Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice

Admission and replacement process

  • Placement results will show where learners have been placed
  • Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
  • All schools, both public and private shall admit Grade 10 through KEMIS
  • Leaners will be entered to the KEMIS System only after reporting physically to the school.
  •  Daily online reporting shall be monitored through KEMIS

Replacements

  •  Schools with vacancies will declare through their respective county directors of education
  •  Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
  • Priority shall be given to those who had earlier selected the schools they are requesting for  Approvals by MoE shall be based on senior schools’ documented capacity
  • Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
  • Replacement will be done once and shall be irreversible

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.

Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

ALL NATIONAL SCHOOLS IN KENYA

New list of all National Schools in North-Eastern Region {CBE Senior Schools}

New list of all National Schools in Nairobi Region {CBE Senior Schools}

List of National Schools Offering Biology, Building & Construction and Chemistry CBE Subjects

Nkubu High School: National School’s Full Details

Meru School : National School’s Full Details

New list of all National Schools in Eastern Region {CBE Senior Schools}

New list of all National Schools in Central Region {CBE Senior Schools}

Kaaga Girls High School : National School’s Full Details

St. Mary’s Girls High School Igoji : National School’s Full Details

Moyale Boys Secondary School : National School’s Full Details

Moi Girls High School Marsabit: National School’s Full Details

New list of all National Schools in Rift-valley Region {CBE Senior Schools}

New list of all National Schools in Nyanza Region {CBE Senior Schools}

Moi Girls’ Secondary School-Mandera: National School’s Full Details

New list of all National Schools in Coast Region {CBE Senior Schools}

Mandera Secondary School : National School’s Full Details

Matiliku Secondary School : National School’s Full Details

Mukaa Boys’ High School: National School’s Full Details

New List of All National Schools Per Region {For all 8 Regions}

New list of all National Schools in Western Region {CBE Senior Schools}

Number of KCSE candidates in all Boys’ National schools; School KNEC code, name, category, type and cluster

List of all the Boys’ national schools in Kenya; New list, their contacts, enrollment plus locations

New List of all Boys’ National Schools under CBC, CBE Curriculum

Mama Ngina Girls High School, the only girls’ national school in Mombasa County, relocated to ultra modern facilities

Chewoyet National School; full details, KCSE  Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

New List of all Girls’ National Schools under CBC, CBE Curriculum

New List of all National Schools under CBC, CBE Curriculum

List of all National Schools in Kenya; Location, Knec Code and Type

New List of all Mixed National Schools under CBC, CBE Curriculum

ALL EXTRA COUNTY SCHOOLS IN KENYA

List of best performing, top, extra county schools in Nakuru County

Extra County Secondary Schools in Garissa County; School KNEC Code, Type, Cluster, and Category

Extra County Secondary Schools in Narok County; School KNEC Code, Type, Cluster, and Category

List of all Best Extra County High Schools in Kenya- Knec Code, Category, Cluster

Best and top extra county secondary schools in Nyeri county

Extra County Secondary Schools in Laikipia County; School KNEC Code, Type, Cluster, and Category

Best, top, Extra County Schools in Kirinyaga County

List of best performing Extra County schools in Machakos County

Nyeri County Best National, Extra County Secondary Schools

List of best Extra County secondary schools in Elgeyo Marakwet County

How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News

List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster

List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type

ALL SENIOR SCHOOLS IN KENYA.

Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Del Monte Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St. Teresa’s Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ngatho Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mugumo Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kyaume Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Iembeni Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Muti Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Thungururu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gititu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ngelelya Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Swani Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St Benedict Ithanga Township Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ithanga High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mwanawikio Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Matunda Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kanderendu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Karega Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Wamahiga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mutunguru Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Marumi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mugumoini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Bendera High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mununga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mathareini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kinyona Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St Francis Mukuyuini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mairi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Makomboki Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Muthithi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Matu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mwarano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mariira Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ikumbi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gikigie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Thamara Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Rarakwa Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St John The Baptist Kirie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gatumbi Baptist Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ndugamano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Njora Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Nguku Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ack Kahumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kamukabi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Turuturu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Njiiri Boys Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiugu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Karinga Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Githima Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Bishop Gatimu Kinyona Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiaguthu Boys School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kianderi Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mukumu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mukangu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Karingu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gathinja Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kamaguta Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gitare Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Dr. Gitau Matharite Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mirichu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiumba Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gitie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Theri Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiboi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Koimbi Boys High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Dr. Kiano Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kianderi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kahuhia Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kahuro Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kahatia Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Weithaga Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Yamugwe Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Kaganda High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Agriculture Form 4 Latest Schemes of Work

SCHEME  OF  WORK           AGRICULTURE  FORM  FOUR             TERM  ONE  

WK/NO

L/

NO

TOPIC   /

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
MATERIALS

/

RESOURCES

REF. REM.

1

1

POULTRY PRODUCTION

Composition of an egg.

By the end of the lesson, the learner should be able to:

Identify parts of an egg.

Describe the parts of an egg.

Drawing and labeling an egg.

Breaking an egg to examine its internal structure.

Eggs,

 

Chart – parts of an egg.

KLB BK IV

Pg 1-2

 

Longhorn Bk IV

Pg 1-2

 

Incubation of  eggs.

Define the term incubation of eggs.

State characteristics of eggs for incubation.

Q/A and discussion.   KLB BK IV

Pg 3-4

Longhorn Bk IV

Pg 2

 

Egg candling.

Describe candling of eggs. Practical activity. Observing internal structure of an egg.

Make deductions from the observations.

 

Cardboard boxes,

Torch, eggs.

 

KLB BK IV

Pg 4

 

Longhorn Bk IV

Pg 3

 

2

Natural incubation.

 

 

State merits & demerits of natural incubation.

Identify management practices of an incubator.

 

Q/A & discussion.

Exposition, discussion & oral questions.

Nesting box. KLB BK IV

Pg 5-6

 

Longhorn Bk IV

Pg 3-4

 

Artificial incubation.

Outline conditions necessary for artificial incubation.

 

    KLB BK IV

Pg 7-8

Longhorn Bk IV

Pg 5-6

 

3

Management of an incubator.

 

Merits & demerits of artificial incubation.

 

Highlight management practices of an incubator.

 

State merits & demerits of artificial incubation.

 

 

Brain storming;

Probing questions;

Brief discussion.

  KLB BK IV

Pg 8-9

 

Longhorn Bk IV

Pg 5-6

 

Artificial brooding.

Identify requirements for an artificial brooder. Exposition;

Probing questions;

Brief discussion.

  KLB BK IV

Pg 10-11

Longhorn Bk IV

Pg 8-9

 

4

Brooder & brooder management.

Outline management practices of a brooder. Exposition;

Explanations;

 

Artificial brooder. KLB BK IV

Pg 11-13

Longhorn Bk IV

Pg 8-9

 

2

1

Rearing of growers, layers and broilers.

Discuss rearing of growers, layers and broilers. Exposition;

Probing questions;

Brief discussion.

  KLB BK IV

Pg 14

Longhorn Bk IV

Pg 12-13

 

Chicken rearing systems.

 

  -Free range rearing

   system.

State factors considered when choosing a rearing system.

Identify requirements for free-range system.

State merits & demerits of free rage system.

 

Q/A & discussion.   KLB BK IV

Pg 15-17

 

Longhorn Bk IV

Pg 13-15

 

2

– Fold system.

Describe fold system.

State merits & demerits of fold systems.

Q/A & discussion. Chicken folds. KLB BK IV

Pg 17-18

Longhorn Bk IV

Pg 15-16

 

– Deep liter system.

Describe the requirements for deep liter system of rearing chicks.

State merits & demerits of deep liter systems.

 

Q/A & brief discussion.   KLB BK IV

Pg 18-20

 

Longhorn Bk IV

Pg 16-18

 

3

– Battery cage system.

Describe the requirements for battery cage system of rearing chicks.

 

Q/A & discussion. Battery cages. KLB BK IV

Pg 20-21

 

Factors affecting egg production.

Vices.

Identify causes of vices such as egg eating and cannibalism and measures taken for the vices. Discussion: causes and control of vices.   KLB BK IV

Pg 23-24

Longhorn Bk IV

Pg 20-21

 

4

Stress.

State causes of stress in birds.

Outline stress management practices.

 

Q/A & discussion.   KLB BK IV

Pg 22-23

Longhorn Bk IV

Pg 20-21

 

Culling birds.

Define the term culling.

Give reasons for culling of birds.

Brain storming;

Observing characteristics of a good / bad layer.

Discussion.

 

  Longhorn Bk IV

Pg 20-21

 

3

1

Marketing eggs and chicken meat.

State factors considered in sorting and grading eggs for fresh markets.

Outline methods of killing a bird.

Describe dressing of a bird’s carcass.

Teacher’s demonstrations &  discussion.

 

Topic review questions.

 

  KLB BK IV

Pg 24-27

 

Longhorn Bk IV

Pg 22-23

 

2

LIVESTOCK PRODUCTION (CATTLE)

 

Raising of the young stock.

 

 

 

Explain the importance of feeding calves on colostrum.

Prepare artificial colostrum.

 

 

 

 

Q/A: qualities of colostrum.

Teacher’s demonstration: colostrum preparation.

 

 

 

Artificial colostrums.

 

 

 

KLB BK IV

Pg 28-29

 

Longhorn Bk IV

Pg 25-26

 

Methods of calf rearing.

State merits & demerits of natural and artificial methods of calf rearing. Q/A & discussion.   KLB BK IV

Pg 29-30

Longhorn Bk IV

Pg 26-29

 

Weaning of calves.

Describe early & late weaning of calves. Q/A, exposition & discussion. Chart –

weaning guide.

KLB BK IV

Pg 30-32

Longhorn Bk IV

Pg 29-30

 

3

Rearing replacement stock.

Describe routine management practices for rearing replacement stock.

Give reasons for carrying out varying routine practices.

Q/A: review common management routine practices.

 

Discussion & Q/A. parasite control, castration, disease control, identification, dehorning.

  KLB BK IV

Pg 32-3

 

Longhorn Bk IV

Pg 30

 

TEST        

4

Calf housing.

Identify types of calf pens.

Outline requirements for calf pens.

Exposition of new concepts.

Q/A & explanations.

 

Calf houses. KLB BK IV

Pg 33-34

Longhorn Bk IV

Pg 31

 

Routine management practices in poultry.

Analyze routine management practices in poultry. Q/A: review routine management practices in livestock.

Brief discussion.

  KLB BK IV

Pg 34-36

Longhorn Bk IV

Pg 31

 

4

1

MILK AND MILKING

Factors affecting milk composition.

 

Highlight factors affecting milk composition.

Brain storming;

Probing questions;

Discussion.

  KLB BK IV

Pg 36-38

Longhorn Bk IV

Pg 32

 

2

Milk secretion and let-down.

Describe the structure of the mammary gland.

Describe the flow of milk from the alveoli to the teat canal.

 

Drawing  and labeling diagram of  the udder.

Exposition of new concepts.

Chart-

Structure of the udder.

KLB BK IV

Pg 38-40

 

Longhorn Bk IV

Pg 33-34

 

3

Clean milk.

State characteristics of clean milk.

Outline essentials of clean milk production.

 

Oral questions & brief discussion.   KLB BK IV

Pg 40-42

Longhorn Bk IV

Pg 34-35

 

4

Milking materials and equipment.

List down necessary milking materials and equipment.

State the purpose of the milking materials and equipment.

 

Brain storming;

Probing questions;

Discussion.

Strip cup. KLB BK IV

Pg 42-44

 

Longhorn Bk IV

Pg 35-37

 

5

MID TERM BREAK

6

1

Milking procedure and technique.

Carry out milking using the correct milking procedure and technique.

Outline rules observed when milking.

 

 

 

Practical activity: milking by hand.

 

Probing questions on milking rules.

 

Lactating cow, basic milking equipment. KLB BK IV

Pg 44-46

 

Longhorn Bk IV

Pg 37

 

Dry cow therapy.

 

 

Milk products.

 

Marketing of milk and beef.

Explain the concept of dry cow therapy.

 

Name various milk products.

Describe marketing of milk, beef & their by-products in Kenya.

 

Explanations & brief discussion.   KLB BK IV

Pg 46-47

 

Longhorn Bk IV

Pg 38-40

 

2

FARM POWER & MACHINERY.

 

Sources of power in the farm.

 

 

Describe various sources of power in the farm.

State merits & demerits of each source of power.

 

 

 

 

 

Q/A & discussion: animal power, wind power, waterpower, biogas, solar radiation, and fossil fuel.

   

 

 

KLB BK IV

Pg 50-56

 

Longhorn Bk IV

Pg 42-53

 

The tractor:

 

Petrol & diesel engines.

Identify major parts of the tractor petrol & diesel engines.

 

Exposition of new concepts, drawing illustrative diagrams. Chart- petrol engine & diesel engine. KLB BK IV

Pg 57-58

Longhorn Bk IV

Pg 53-54

 

3

The four-stroke cycle engine. Describe the four strokes in an engine

State merits & demerits of the four-stroke cycle engine.

 

Exposition of new concepts, drawing illustrative diagrams. Diagrams – The four-stroke cycle. KLB BK IV

Pg 58-61

 

Longhorn Bk IV

Pg 54-55

 

The two- stroke cycle engine.

 

 

 

Structural and functional differences between petrol and diesel engines.

Describe the two strokes in a cycle.

State merits & demerits of two-stroke cycle engine.

 

State structural and functional differences between petrol and diesel engines.

 

Exposition of new concepts,

drawing; illustrative diagrams;

 

Discussion.

  KLB BK IV

Pg 61-63

 

 

Longhorn Bk IV

Pg 56-57

 

4

Petrol fuel system of a tractor.

Describe the petrol fuel system of a tractor.

State maintenance practices of a petrol fuel system of a tractor.

Block diagram: petrol engine fuel system.

Discussion.

  KLB BK IV

Pg 63-64

Longhorn Bk IV

Pg 60-61

 

Diesel fuel system of a tractor.

Describe the diesel fuel system of a tractor.

State maintenance practices of a diesel fuel system of a tractor.

Block diagram: petrol engine fuel system.

Discussion.

  KLB BK IV

Pg 64-65

Longhorn Bk IV

Pg 60-61

 

7

1

Electrical system of a tractor.

Name the components in the electrical system of a tractor.

Highlight methods of maintaining a tractor battery.

Refer to diagram for electrical system of a tractor;

Brief discussion.

Chart – electrical system. KLB BK IV

Pg 65-67

 

Longhorn Bk IV

Pg 61

 

2

Tractor ignition system.

Name the components of tractor ignition system.

Correct some common faults of ignition system.

Discuss maintenance practices of the ignition system.

 

Refer to a diagram for ignition system of a tractor;

Brief discussion.

Chart – ignition system. KLB BK IV

Pg 67-69

 

Longhorn Bk IV

Pg 62-63

 

3

Tractor cooling system.

Briefly describe air-cooled and water-cooled systems.

Discuss proper maintenance of cooling system.

 

Brief discussion. Chart- water cooling system. KLB BK IV

Pg 69-71

 

Longhorn Bk IV

Pg 63-64

 

4

Lubrication system of an engine.

Describe the lubrication system of an engine.

Outline importance of maintaining the lubrication system.

Exposition;

Brief discussion.

  KLB BK IV

Pg 71-72

Longhorn Bk IV

Pg 64-5

   

8

1

Power transmission system of an engine.

Explain the function of power transmission system.

State the function of the clutch, gearbox and the differential.

Teacher exposes the parts of power transmission system.

Refer to diagrams to identify parts of a power transmission system;

Brief discussion.

 

Chart- power transmission

system.

KLB BK IV

Pg 72-76

 

Longhorn Bk IV

Pg 64-65

   

2

Tractor servicing.

Describe tractor servicing and maintenance practices.

 

Brief discussion.   KLB BK IV

Pg 776-77

Longhorn Bk IV

Pg 65-6

   

3

Tractor drawn implements.

Classify tractor drawn implements on basis of attachment to the tractor.

List down maintenance practices for a trailer.

 

Teacher’s explanations.

 

 

Q/A: maintenance practices.

Charts-

Tractor drawn implements.

KLB BK IV

Pg 77-80

 

Longhorn Bk IV

Pg 66-7

   

4

Disc plough. Label parts of a disc plough

List down maintenance practices for a disc plough.

 

Q/A: review primary and secondary cultivation.

 

Drawing labeled diagrams.

 

Q/A & discussion.

Chart- Disc plough

 

KLB BK IV

Pg 79-80

 

Longhorn Bk IV

Pg 68-9

   

9

1

Mould board plough. State operational differences between the disc plough and  mould board plough.

 

  Chart- Mould board plough

 

KLB BK IV

Pg 80-82

Longhorn Bk IV

Pg 70-1

   

2

Harrows.

Identify types of harrows and their uses.

List down maintenance practices for harrows.

 

Drawing diagrams, Q/A & discussion.   KLB BK IV

Pg 82-84

Longhorn Bk IV

Pg 72-77

   

3

Other farm implements.

Explain the functional features of subsoilers, ridgers, rotary tillers & mowers.

List down maintenance practices for the

implements.

 

Exposition & brief discussion.

Excursion & exhibitions.

  KLB BK IV

Pg 85-91

 

Longhorn Bk IV

Pg 78-82

   

4

Animal drawn implements.

Identify parts of animal drawn implements and state their functions.

List down maintenance practices for an ox-plough, an ox-plough, and an ox-cart.

State merits & demerits of using animal-drawn implements compared to tractor power.

 

Drawing and labeling an ox-plough;

Probing questions;

Discussion.

Chart:

An ox-plough.

KLB BK IV

Pg 91-94

 

 

Longhorn Bk IV

Pg 82-83

   

10

END  OF  TERM  ONE  EXAMINATION    

 

SCHEME  OF  WORK               AGRICULTURE  FORM  FOUR                 TERM  TWO  2020    

1

1

AGRIC. ECONOMICS III

(PRODUCTION ECONOMICS)

 

Household firm relationship.

 

Define a household and a firm as business terms.

Describe a household and a firm as producers and consumers and their role in a country’s economic growth.

Q/A: review definition of economics, production economics.

Exposition & explanations.

Q/A & discussion.

 

 

  KLB BK IV

Pg 96-97

 

Longhorn Bk 4

Pg 20-21

   

2

Gross domestic product (GDP) and Gross National product (GNP).

 Per Capita Income.

Define the terms GDP & GNP.

Define the term gross national income (GNI).

 

 

Define the term per capita income.

 

Exposition & explanations.

 

 

 

Calculations.

 

 

  KLB BK IV

Pg 97-98

 

Longhorn Bk 4

Pg 87-88

   

3

Contribution of Agriculture to national development. Explain contribution of Agriculture to development.

 

Brain storming;

Discussion.

  KLB BK IV

Pg 98-9

Longhorn Bk 4

Pg 90-91

   

4

Land as a factor of production.

Describe the economic value of production of crops and livestock and space for construction of farm buildings, agro-industries & infrastructure.

List down methods of land acquisition.

Exposition of new concepts;

Probing questions to elicit responses;

Brief discussion.

  KLB BK IV

Pg 99-100

 

Longhorn Bk 4

Pg 92-3

   

2

1

Labour as a factor of production.

Define the term labour as used in production.

Explain ways of improving labour productivity.

Identify types of labour.

Oral questions & discussion.   KLB BK IV

Pg  100-2

 

Longhorn Bk 4

Pg 93-4

   

2

Capital.

Define the term capital.

Identify types of capital.

List sources of capital.

Oral questions, exposition & discussion.   KLB BK IV

Pg 102-3

Longhorn Bk 4

Pg 94-95

   

3

Management as a production factor.

State functions of a manager in a farm.

Identify good qualities of a manager.

Q/A & discussion.   KLB BK IV

Pg 103-4

   

4

TEST     KLB BK IV

Pg  104-

   

3

1

Production function.

Define production function.

State characteristics of variable and fixed inputs.

Q/A: examples of inputs & outputs; variable and fixed inputs;

Brief discussion.

 

  KLB BK IV

Pg 104-6

Longhorn Bk 4

Pg 96-7

   

2

Production function curves.

Illustrate and interpret input-output relationship graphically. Worked examples: supervised practice. Graph papers. KLB BK IV

Pg 106-7

Longhorn Bk 4

Pg 98

   

3

Increasing returns production functions.

Illustrate and interpret Increasing returns production functions.

Give empirical examples where increasing returns production functions are experienced.

Tabulate inputs and outputs.

Graphical representation of increasing returns production functions.

Graph papers. KLB BK IV

Pg 107-8

Longhorn Bk 4

Pg 99

   

4

Constant returns production functions.

Constant returns production functions.

Give empirical examples where Increasing returns production functions are experienced.

Tabulate inputs and outputs.

Graphical representation of constant returns production functions.

  KLB BK IV

Pg 108-9

 

Longhorn Bk 4

Pg 99

   

4

1

Decreasing returns production functions.

Decreasing returns production functions.

Give empirical examples where decreasing returns production functions are experienced.

Tabulate inputs and outputs.

Graphical representation of decreasing returns production functions.

  KLB BK IV

Pg 109-10

   

2

Law of diminishing returns.

State the law oh diminishing returns. Refer to illustrative tables.

Plot graphs from the tables;

Discuss shape of the curve.

  KLB BK IV

Pg 112

 

Longhorn Bk 4

Pg 100-1

   

3

Zones of a PF curve.

Divide a production function into three zones.

Identify rational zones of production.

Q/A: review AP, MP.

Guided discovery of the three zones.

Chart –

Curve showing 3 zones of PF.

KLB BK IV

Pg 113-5

Longhorn Bk 4

Pg 101-2

   

4

The principles of substitution.

 

 

Input-input relationship.

State the principles of substitution.

Give examples illustrating principles of substitution.

Identify ways of combining inputs.

Exposition.

 

Illustrative examples, brief discussion.

  KLB BK IV

Pg 115-6

 

Longhorn Bk 4

Pg 102

   

5

1

Product-product relationship.

 

Supplementary and complementary products.

 

Give examples of product-product relationship.

 

Give illustrative examples depicting supplementary and complementary products.

Oral questions: joint products, competitive products.

 

Discussion.

  KLB BK IV

Pg 116-7

 

Longhorn Bk 4

Pg 103

   

2

The principle of equi-marginal returns.

 

The concept of cost.

State the principle of equi-marginal returns.

 

Determine the cost of production.

Identify the role of cost in production.

List types of costs.

Discussion.

 

 

Exposition;

Worked examples.

  KLB BK IV

Pg 117-9

 

Longhorn Bk 4

Pg 104-5,6

   

3

Types of revenue.

Compute total revenue, net revenue and marginal revenue given the relevant information. Worked examples;

Explanations.

  KLB BK IV

Pg 119-120

Longhorn Bk 4

Pg 107

   

4

Farm planning.

State factors to consider when drawing a farm plan. Exposition, Q/A & discussion.   KLB BK IV

Pg 121-2

Longhorn Bk 4

Pg 108

   

6

1

Making a farm plan.

Outline steps followed in making a farm plan. Exposition, probing questions & discussion.   KLB BK IV

Pg 122-3

Longhorn Bk 4

Pg 109

   

2

Farm budgeting.

Define a farm budget.

Analyse importance of farm budgeting.

Exposition & discussion.   KLB BK IV

Pg 123

Longhorn Bk 4

Pg 110

 

   

3

Types of farm budgets.

Describe types of farm budgets.

Give examples of contexts where certain types of budgets are used.

Draw a partial budget.

Draw a complete budget.

 

Exposition & discussion,

Worked examples;

Supervised practice;

Written exercises.

  KLB BK IV

Pg 124-7

 

Longhorn Bk 4

Pg 110-1

   

4

Farmer’s support services

Extension, training & banking.

 

Describe extension, training & banking as support services to the farmers.

 

Exposition & explanations.   KLB BK IV

Pg 127-8

 

Longhorn Bk 4

Pg 112-3

   

7

1

Credit.

 

 

 

Sources of credit.

 

 

Define the term credit.

Identify types of credit.

Differentiate between hard & soft credit.

List down sources of credit.

Identify problems associated with credits.

 

Detailed discussion

& exposition of new concepts.

  KLB BK IV

Pg 128-130

 

 

 

Longhorn Bk 4

Pg 113-5

   

2

Artificial insemination

&

Agricultural research.

Describe A.I. services provided to farmers.

Identify objectives of Agricultural research.

Give examples of Agricultural research centers in Kenya.

 

Detailed discussion

& exposition of new concepts.

  KLB BK IV

Pg 130-2

 

Longhorn Bk 4

Pg 115-6

   

3

Marketing.

 

Farm input suppliers

Tractor hire service

Cite examples of organizations that help farmers in marketing their produce.

Cite organizations where farmers can obtain farm inputs.

State merits & demerits of tractor hire service.

Cite points of tractor hire service.

Writing initials in full e.g. KPCU.

 

Brief discussion

  KLB BK IV

Pg 132-4

 

 

Longhorn Bk 4

Pg 112-3

 

   

4

Risks and uncertainties in farming.

Define the terms risk and uncertainty.

List types of risk and uncertainties.

 

 

 

Brain storming;

Detailed discussion.

  KLB BK IV

Pg 134-5

 

Longhorn Bk 4

Pg 116-7

   

8

1

Adjusting to uncertainties and risks. Outline ways of adjusting to risks and uncertainties.

 

 

 

Brain storming;

Detailed discussion.

  KLB BK IV

Pg 135-6

 

Longhorn Bk 4

Pg 118-9

   

2

AGRICULTURE ECONOMIC IV (FARM ACCOUNTS)

 

Financial documents.

 

 

 

 

 

Outline details contained in an invoice, receipt, delivery note and a purchase order.

 

 

 

 

Oral questions & brief discussion.

 

 

 

Invoice, receipt, delivery note and a purchase order.

 

 

 

 

KLB BK IV

Pg 139-145

 

Longhorn Bk 4

121

 

 

Books of accounts.

Describe features of the ledger and the inventory. Oral questions & brief discussion.

Illustrative tables.

  KLB BK IV

Pg 146-150

Longhorn Bk 4

Pg 124

 

Cash book.

Describe features of the cash book.

Balance cash book.

Oral questions & brief discussion.

Illustrative examples.

 

Cash book. KLB BK IV

Pg 150

Longhorn Bk 4

Pg 125

 

3

Journal

&

Subsidiary books of the Journal.

Describe features of the journal & subsidiary books of the journal. Oral questions & brief discussion.

Illustrative tables.

  KLB BK IV

Pg 151-3

 

 

 

 

Financial statements.

Balance sheet.

Describe features of balance sheets.

Prepare a balance sheet.

 

 

Make entries in a balance sheet.

Prepare a balance sheet.

Supervised practice.

Balance sheet. KLB BK IV

Pg 154-7

Longhorn Bk 4

Pg 129-130

 

4

Solvency of a business.

Determine whether a business is solvent or insolvent.

 

    KLB BK IV

Pg 154-7

Longhorn Bk 4

Pg 130

 

Profit and loss account.

Define a profit and loss account.

Draw a profit and loss A/C.

Compute net profit.

 

Teacher gives format of profit and loss A/C.

Worked examples.

Supervised practice.

  KLB BK IV

Pg 157-9

Longhorn Bk 4

Pg 132-3

 

9

1,2

Cash analysis.

Define the term cash analysis.

Draw a cash analysis.

Compute total receipt and total expenditure for a given accounting period.

Worked examples.

Supervised practice.

Written exercise.

  KLB BK IV

Pg 159-162

 

Longhorn Bk 4

Pg 133-4

 

3

AGRICULTURAL MARKETING & ORGANIZATIONS

 

Market and marketing.

 

 

 

 

 

 

 

 

 

Define the term market as an institution.

Distinguish between a perfect and imperfect market.

 

 

 

 

 

Q/A: definition.

Teacher’s explanations.

   

 

 

 

KLB BK IV

Pg 164

 

Longhorn Bk 4

Pg 137

 

4

Types of markets.

 

Monopoly.

Oligopoly

     &

Monopsony.

 

Identify features of a monopolistic competition in a market, oligopolistic and monopsonistic markets.

 

Brain storming;

Exposition;

Discussion.

  KLB BK IV

Pg 165-6

 

Longhorn Bk 4

Pg 137-8

 

10

1

Price theory and demand.

Define the terms price & demand.

Sketch the demand curve.

Explain the term demand schedule.

Exposition;

Curve sketching & explanations.

  KLB BK IV

Pg 166-8

Longhorn Bk 4

Pg 139-140

 

2

Factors affecting demand for a commodity.

Outline factors affecting demand for a commodity. Q/A, discussion & explanations.   KLB BK IV

Pg 168-9

Longhorn Bk 4

Pg 140-2

 

3

Elasticity of demand.

Explain the concept of elasticity of demand.

Illustrate demand for a commodity.

Calculate elasticity of demand.

Identify types of elasticity of demand.

Illustrate elastic, inelastic  & unitary demand graphically.

Teacher’s explanations.

Graphical illustration.

 

Worked examples. Supervised practice.

 

 

 

Graphical representation of demand.

  KLB BK IV

Pg 170-3

 

 

Longhorn Bk 4

Pg 142-4

 

4

Factors affecting elasticity of demand.

State factors affecting elasticity of demand. Exposition;

Explanations.

  KLB BK IV

Pg 173-4

 

 

11

END  OF  TERM TWO EXAMINATIONS    

 

FORM             FOUR            AGRICULTURE      TERM            THREE    2021  

1

1

Supply

&

Supply-price relationship.

Define the term supply.

Illustrate supply-price relationship.

Sketching supply-price curves.

Refer to supply schedules.

Discussion.

  KLB BK IV

Pg 174-5

Longhorn Bk 4

Pg 144-5

 

2

Factors affecting supply of a commodity.

State & explain factors affecting supply of a commodity. Q/A & detailed discussion.   KLB BK IV

Pg 175-7

Longhorn Bk 4

Pg 145-6

 

3

Elasticity of supply (Es).

Define elasticity of supply (Es).

Calculate (Es)

Q/A: review Ed hence defines Es.

Worked examples.

Supervised activity.

  KLB BK IV

Pg 177-8

Longhorn Bk 4

Pg 147

 

4

Determination of market prices.

Explain how market prices are determined.

Determine the equilibrium or market prices of a commodity in a free market.

 

Teacher’s explanation.

 

Q/A : review demand and supply curves.

Plot both curves.

Interpret the graphs.

  KLB BK IV

Pg 178-9

 

Longhorn Bk 4

Pg 149

 

2

1

 

 

 

Price control.

 

 

Marketing and marketing function.

Explain the role of government in price control.

 

Define marketing and marketing function.describe tingfunction. a market.

Brain storming;

Exposition;

Discussion.

  KLB BK IV

Pg 179-183

 

Longhorn Bk 4

Pg 151

 

2

Marketing organizations and agencies.

 

Wholesalers & retailers.

 

 

 

Explain the arbitrage role of a wholesaler.

Identify services provided by retailers.

 

 

 

Brain storming;

Exposition;

Discussion.

   

 

KLB BK IV

Pg 183-4

 

Longhorn Bk 4

Pg 151

 

 

3

Itinerant traders, broker agents & commission agents.

Outline the functions of Itinerant traders, broker agents & commission agents in a market. Exposition & explanation.   KLB BK IV

Pg 184-5

 

 

 

 

4

Packers and processors, marketing boards & auctioneers.

Outline functions of packers and processors, marketing boards & auctioneers in a market. Q/A & detailed discussion.   KLB BK IV

Pg 185-6

 

3

1

Special characteristics of Agricultural products.

Describe bulkiness, weight, volume, seasonality and perishability of Agricultural products. Oral questions & detailed discussion   KLB BK IV

Pg 186-8

 

2

Agricultural organizations.

Kenya sugar authority, Horticultural crops Development Authority, AFC, ADC, and KMC.

 

 

Outline the functions of Kenya sugar authority, Horticultural crops Development Authority, AFC, ADC, and KMC. Probing questions,

Brief discussion

  KLB BK IV

Pg 189-192

 

Longhorn Bk 4

Pg 163-4

 

3

Other Farmers’ Associations:

 KNFU, ASK, 4K-club, YF club.

Outline the functions of other Farmers’ Associations such as KNFU, ASK, 4K-club, YF club. Probing questions,

Brief discussion

Assignment.

  KLB BK IV

Pg 195-7

 

4

Co-operative societies.

Outline the principles of co-operatives.

Highlight functions of co-operatives.

 

Probing questions, brief discussion, & teacher’s explanations.   KLB BK IV

Pg 161-2

 

4

1

AGROFORESTRY

Definition of

agroforestry.

 

Forms of agroforestry.

 

 

Define the term agroforestry.

 

Describe forms of agroforestry.

 

 

 

Probing questions & explanations.

  KLB BK IV

Pg 200-1

 

Longhorn Bk 4

Pg 166-7

 

2

Importance of agroforestry.

Explain the importance of agroforestry.     KLB BK IV

Pg 201-2

Longhorn Bk 4

Pg 167-8

 

3

Tree nursery.

State factors considered when selecting the nursery site.

Describe treatment of nursery seeds.

 

 

Q/A & discussions. Tree nurseries. KLB BK IV

Pg 203-5

 

Longhorn Bk 4

Pg 169-173

 

4

Nursery management practices

    &

Care and management of trees.

Identify practices carried out on the nursery in order to produce healthy tree seedlings.

Describe the care and management of trees.

Brain storming;

Discussion;

Practical activities – transplanting seedlings.

Tree nurseries. KLB BK IV

Pg 205-8

 

Longhorn Bk 4

Pg 173-177

 

 

SUMMATIVE ASSESSMENT TEST

 

       

 

 

KMTC Nyeri Campus: Courses, Fees, Location, Contacts and Programs plus Requirements

KMTC Nyeri Campus

Background Information

The history of KMTC Nyeri Campus dates back to 1947 when, as part of Nyeri County Referral Hospital, then Nyeri Provincial General Hospital, the Campus opened its doors to its first students as an Enrolled Nursing school.  In 1975, the Campus admitted the first Enrolled Community Health Nursing students while in 1995, the first Kenya Registered Community Health Nursing course commenced at the Campus. Nine years later in 2004, the Campus began offering an upgrading course in Kenya Registered Community Health Nursing.

Programmes and Courses currently offered: –

  • Diploma in Kenya Registered Community Health Nursing.
  • Diploma in Clinical Medicine and Surgery
  • Diploma in Pharmacy
  • Diploma in Medical Imaging Sciences
  • Diploma in Medical Laboratory Sciences
  • Diploma in Environmental Health Sciences

Future Courses

The Campus plans to mount the following courses by 2022;

  • Diploma in Orthopaedics and Trauma Medicine
  • Diploma in Environmental Health Sciences upgrading course: Distance learning Mode
  • Family Medicine
  • Family Nursing
  • Critical Care Nursing (HND)
  • Anaesthesia in Clinical Medicine ( HND)
  • Certificate in Environmental Health Sciences: 2 Years
  • Enrolled Community Health Nursing (Upgrading) Distance learning mode
  • Certificate in Orthopaedic and Trauma medicine

Short Courses

  • Medical laboratory Sciences- Phlebotomy
  • HIV Training Services

KENYA MEDICAL TRAINING COLLEGE – NYERI CAMPUS

PROGRAMMES ON OFFER

# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2022 CUTOFF 2021 CUTOFF 2020 CUTOFF
1 5040K07 DIPLOMA IN RADIOGRAPHY & IMAGING KSH 82,200
2 5040K08 DIPLOMA IN MEDICAL LABORATORY SCIENCES KSH 82,200
3 5040K12 DIPLOMA IN PHARMACY KSH 82,200
4 5040K15 DIPLOMA IN PUBLIC HEALTH KSH 82,200
5 5040K17 DIPLOMA IN ORTHOPEDIC & TRAUMA MEDICINE KSH 82,200
6 5040K27 CERTIFICATE IN PUBLIC HEALTH KSH 82,200
7 5040K29 CERTIFICATE IN MEDICAL EMERGENCY TECHNICIAN KSH 82,200

Facilities

  • A new tuition block housing the library, two laboratories and a skills laboratory is almost complete.
  • A new state-of-the-art modern library offers a conducive environment for learning and research work for both students and staff members. Its E-learning section, will enable students and staff members access internet, digital learning materials and online books.
  • A well-equipped ICT laboratory with a fast internet connectivity and Wi-Fi allows internet access for mobile devices to assist students and lecturers do their online research.
  • The top-of-the-range ultrasound machine is a necessity for the learning of Medical Imaging Sciences, which is one of the courses offered at Nyeri Campus.

Student population

Currently the campus has a population of 920 students.

Clinical experience sites

Nyeri County Teaching and Referral Hospital is our main area of clinical teaching for our students. Other practical/clinical areas of learning within the County include:

  • Othaya Sub County Hospital
  • Karatina Sub County Hospital
  • Mukurweini Sub County Hospital
  • Consolata Mathari Hospital
  • Outspan Hospital
  • Narumoru Health Center
  • Warazo Health Center
  • Gichiche Health Center
  • Wamagana Health Center
  • Nyeri Town Health Center

Clubs, Societies and Sports

Our students participate in recreational activities during their free time. These include the following:

  • Rotaract Club
  • Drama club
  • Presidential Award Club

The following sports are also on offer at the Campus:

  • Table tennis
  • Football
  • Volleyball
  • Hockey
  • Basket ball
  • Rugby

 Campus contact information:

The Principal

KMTC NYERI CAMPUS

P.O. BOX 466 – 10100

NYERI

Tel: 0796759944

Email: nyeri@kmtc.ac.ke 

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