The Selection Panel for recruiting five members of the Teachers Service Commission (TSC) has been called upon to identify and recommend suitable individuals with skills, competencies and aptitude for delivering the Teachers Service Commission mandate.
The Vice Chairperson, Public Service Commission, Ms Charity Kisotu, told the Selection Panel to abide by the values and principles of public service as prescribed in Article 232 of the Constitution during the selection exercise.
Kisotu who was speaking, today, at the PSC offices, while presiding over the inauguration ceremony of the Selection Panel, appointed by the President, for the selection of five members for appointment to the Board of the Teachers Service Commission.
“You are expected to observe high standards of professionalism, afford those who apply for the vacancies a chance to compete fairly, and exercise due care and skill to ensure that the right people get appointed,” said Kisotu.
On June 25th this year through Gazette Notice No. 6205 the President appointed the selection panel to be chaired by Thomas Koyier and others are Dr. Mary Gaturu (Ministry of Education), Charles Mutinda (Attorney General’s office), Njoki Kahiga (Ministry for Public Service), Margaret Lilan (Geno-Federation of Kenya Employers) and Richard Kibagendi.
Other members are Dr. Hellen Hazel Misenda (Representing the registered Teachers’ Trade Unions), Eva Naputuni Nyoike (Association of Private Schools) and Prof. Stanley Waudo (An educationist).
The Vice Chairperson also urged the members to pay attention to issues of diversity and inclusivity and ensure they are given as much consideration in the selection process.
She also told the panel to ensure that the names they will forward to the President at the end of the assignment reflect Kenya’s diverse communities.
“I urge you to ensure high threshold of integrity, ethical standards and professionalism are met as you embark on this assignment,” she advised.
The Vice Chairperson told the panel to start the recruitment immediately, noting that a delay in the process could delay the government transformation agenda in the Education Sector and urged the members to familiarize themselves with the TSC Act that governs the process.
She said their appointment to the selection panel comes a time when the government has invested heavily in reforming and transforming the education sector through different programs, including the Competency Based Curriculum, a need that requires that the exercise to be concluded fast.
Kisotu also assured the members of PSC support to enable them carry out the assignment smoothly within the stipulated time frame.
“The education sector is the cornerstone of Kenya’s development agenda and holds the key to the success of this great nation of ours,” said Kisotu.
In his remarks the Principal Administrative Secretary, Cabinet Affairs, Kennedy Kihara, applauded the team for doing a good job previously, thereby, qualifying to be appointed again by the President.
“We are guided by the fidelity of the law and thereby you are required to observe the law in the selection process,” said Kihara.
Speaking on behalf of the Panel Chairperson, Koyier assured that the team will carry out their duties in accordance to the Constitution without any fear or favour.
The Teachers Service Commission, TSC, has released the lists of shortlisted candidates for the advertized 10,300 teacher internship posts for Primary and Secondary Schools. According to the Commission, the lists of shortlisted applicants has been dispatched to all counties. “Applicants are advised that interviews shall be conducted at the county TSC offices. A list of applicants have been sent to each county,” reads a memo dated November 7, 2019 from Catherine Lenairoshi; of TSC Corporate Communications Office. According to instructions on the memo, the shortlisted Candidates are required to carry the following to the interviews; whose dates will be announced in due course:
i. A valid certificate of Good conduct
ii. A valid personal accident cover
iii. National ID card
iv. Disability card if any
v. Two passport size photographs
vi. KCSE certificate
vii. KCPE certificate
viii. Diploma / degree certificate and Transcripts
ix. Primary/secondary or college leaving certificate
x. Kra pin
xi. Bank plate
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For Kitui County, the list of recruited teachers has been released. Here is the list of recruited teachers during the 2019 TSC Internship recruitment exercise for Kitui County;
In addition to the above requirements, successful Interns shall be required to produce:
A valid Certificate of Good Conduct:
National Identity Card (ID) or copy of passport and a copy of KRA PIN Certificate:
Two (2) coloured passport size photographs
Teacher Registration Certificate.
Duration of internship
The Internship period will be twelve (12) months.
Remuneration
This is not a remunerative position. However, interns will be entitled to payment of a monthly stipend of Kshs 15,000 for Secondary School Teacher interns and Ksh 10,000 for Primary School Teacher Inters. This stipend is subject to statutory deductions where applicable)
The Teachers Service Commission, TSC, is planning to recruit an additional 5,000 teachers on permanent and pensionable terms. This is according to the commission boss Dr. Nancy Macharia. While appearing before the National Assembly’s Education Committee on Tuesday, Dr. Macharia said the teachers’ employer will require close to Sh1.2 billion in the 2020/2021 financial year to recruit the teachers so as to close the teething staff shortages experienced in public schools.
She said part of the money will be required to recruit 10,000 more teachers on internship. There are currently over 10,000 intern teachers who were recruited during the 2019/ 2020 financial year.
This comes as the commission reports that the country is facing a shortage of about 50,000 teachers. A situation that has greatly overburdened the available tutors. According to Dr. Macharia, primary schools require 48,173 more teachers to address the shortage. There are 211,046 primary school teachers currently out of the required number of 259,219.
Garissa, West Pokot, Wajir and Narok counties headline the list of counties with the highest staff shortages. A closer look at this list shows that most of these areas are largely hardship areas.
Nairobi, Kirinyaga, Laikipia, Uasin Gishu, Nyeri, Nyandarua, Murang’a, Meru, Isiolo, Elgeyo Marakwet, Embu and Kiambu counties are more comfortable in terms of meeting their staffing needs.
The commission is at the same time seeking about Sh500 million to be used by its field operations to facilitate its officers.
“Field officers play a key role in ensuring maintenance of teaching standards through regular monitoring and quality assurance at the school level,” Dr. Macharia told Legislators this past Tuesday.
On his part, Education Cabinet Secretary says the ministry is in need of Sh429 million to mitigate the effects of covid-19 in the sector. Prof. Magoha says part of the funds will be utilize in buying sanitizers, soaps, masks and carry out covid-19 tests for staff and students in the various Technical and Vocational Education and Training, TVET, institutions in the country.
The CS, while appearing before the National Assembly’s Education Committee on Tuesday, sought for an additional Sh6.6 billion shillings. Of this amount, Sh3.8 billion will be used in catering for needs of the projected 300,000 new numbers of TVET students. There are currently 173,000 students studying in the TVETS countrywide. The remaining Sh2.8 billion is to be directed towards recruitment of an additional 3,674 TVBETs tutors.
All TSC teachers are expected to capture learners’ progress records on the new TPAD 2 system. This will be done in a more elaborate way that involves the submission of evidence by teachers.
As a teacher, you will be expected to;
Use a range of assessment tools that provide a clear trend of achievement, progress and growth in a learning area or subject.
Analyze the learner progress and provide timely and appropriate feedback to learners about their achievement in learning.
Put in place strategies to improve learner performance.
Keep learners progress record in each subject and generate class analysis.
Submit the records as evidence in the appraisal process.
How capture learner progress details on the new TPAD 2 System
To input learner progress records, follow the easy steps below;
Log into the TPAD 2 portal in order to access the Dashboard, it displays the Teacher’s portal and a menu on the left side.
Once logged in, click self appraisals.
From the drop down submenu with Self assessment and lesson observation click on “Self
Assessment.”
Next, click on proceed to appraisal on the action tab. An interface showing 3 assessment areas will displayed.
Click on update progress on learners progress assessment area.
Annual learner’s progress record interface
This will appear different based on the category of the institution one is in.
You should be very keen to ensure that they select the right tab as per your right institution and or the classes that you are teaching as follows;
Regular learners progress,
CBC learners progress,
SNE (HI,VI,PH) learners progress and
SNE (M+DB) learners progress.
Primary Schools, Secondary Schools and Teachers Training Colleges with regular learners will use tab on regular learner progress.
For regular learner progress you will be required to;
Fill all the details such as;
Class/form; Indicate the class if in primary school that the marks were analysed for.
Subject name; This means the subject that you are teaching in this class and that the analysis of which you are filling.
Input the Target mean score for the year; You are required to indicate what you intend to achieve in the current year. This should be agreed between the learners and the teacher and between the appraisee and appraiser.
Click on ‘save record’ when done.
CAPTURING CBC LEARNERS’ PROGRESS RECORDS
Please note that, Teachers in lower Primary are now undertaking the competency based curriculum are supposed to use the tab for CBC learners progress to input the learners details. Follow these steps;
For the lower grade teachers, click on CBC learners progress. Select Set target, a pop up window displays as shown, fill in; Grade Subject and Strand.
On saving another window pops up click ok to confirm the details added.
The interface will display as shown below, to input learners achievement click on update.
A pop up window appears, input the number of learners at a certain level and detailed description of the group.
Confirm the details by clicking ok on the pop up window.
Continue the same for all your subject.
SNE (HI,VI,PH) Learners progress
Learners with Hearing Impairment, Visual impairment and physical handicapped use the regular curriculum.
The annual Academic Learners’ progress Record for all subjects (SNE-HI,VI,PH) indicates the subject mean score, class/form and the terms.
It shows the class mean score in each subject per term.
SNE (MH &DB ) Learners progress
For SNE learners with Mental Handicapped and those who are deaf and blind the will use level instead of class.
Skills areas will replace subject – refers to the skills on activities of daily living (ADL or Vocational skills).
Objectives will be the intended result for training as per the learner assessment checklist.
Activities are the tasks assigned to the learners under special education.
Assessment mode is the process through which learning activities are assessed
Level of achievement is the level of understanding or ability in doing the activities.
Activity for daily living refers to those activities that help the learner to undertake tasks which help them to develop skills for their own living e.g. movement around the school.
Individual SNE learner’s progress record indicates; the subject/skill area, Class/level objectives, Activities assessment mode, Level of achievements in all the subjects the individual SNE learner is taking.
The Teacher Service Commission (TSC) has recently published its list of 25,252 teachers who have successfully attained promotions, highlighting disparities among counties that have elicited scrutiny from lawmakers and education stakeholders.
Machakos County led the ranking with 690 promotions, in stark contrast to Garissa’s 303, which was recorded as the lowest among all the counties.
The data was presented to the National Assembly Committee on Education following a request by lawmakers for an examination of the promotions.
Nevertheless, the figures have resulted in a backlash, with inquiries raised concerning the criteria employed to ascertain which teachers received promotions and how the distribution of slots occurred nationwide. Lawmakers, spearheaded by Tinderet MP Julius Melly, have strongly criticized the apparent uniformity in the distribution of promotions, implying deviations from historical norms and neglect of demographic realities.
Melly, who chairs the education committee, criticized the Commission for promoting certain teachers multiple times while others have remained in the same job group for more than a decade.
“How is it possible to promote someone three consecutive times while others have been confined to one job group for more than a decade? ” he queried.
“This is not the first occasion on which we have received such grievances from teachers. The manner in which this list was compiled shows a lack of consideration for fairness. We must comprehend how the TSC arrived at these determinations. ”
The National Assembly Committee on Education subsequently disapproved the list and insisted that TSC furnish a detailed explanation of its promotional criteria. The commission has been allotted until Thursday to address the issues raised by the committee.
In her appearance before the MPs, TSC Chief Executive Officer Nancy Macharia defended the commission’s strategy, affirming that the promotions adhered to regulatory frameworks that guarantee fairness and consistency.
She referenced the pertinent policies, including Regulation 73 of the Code of Regulations for Teachers, the Career Progression Guidelines, and the Policy on Selection and Appointment of Institutional Administrators.
“Aligning promotion policies with legal and regulatory frameworks, the process firmly abides by Regulation 73 of the Code of Regulations for Teachers, the Career Progression Guidelines, and the Policy on Selection and Appointment of Institutional Administrators,” Macharia stated.
Despite her defense, the process has faced criticism from the Kenya Union of Post-Primary Education Teachers (Kuppet), which claimed that the promotions disproportionately favored regions with fewer teachers to the detriment of densely populated counties.
Moses Nthurima, the Acting Secretary-General of Kuppet, asserted that the distribution disregarded teacher population density and longstanding instances of stagnation.
He noted that numerous teachers who had served in acting roles for several years were excluded, while some newly hired teachers were promoted in rapid succession.
“Certain regions have been disadvantaged. If the 25,000 slots were not allocated proportionally, based on the number of teachers per county, it implies that counties with larger teacher populations are suffering. Those who have stagnated in a job group for years have been overlooked,” Nthurima remarked.
According to TSC, a total of 5,291 teachers were promoted under affirmative action for the 2024/25 financial year. This affirmative action cohort included Isiolo, Lamu, and Mandera counties, which received 282, 280, and 270 promotions, respectively.
On the opposite end of the spectrum, Kiambu recorded merely 46 promotions, whereas both Nairobi and Murang’a reported 63 promotions each. The promotions encompassed job groups ranging from C2 to D5. Grade C4 documented the highest quantity of promotions at 8,508, succeeded by C5 with 5,425 and C3 with 4,971.
Additional grades included D1 with 2,519 promotions, C2 with 1,445, and D3 with 1,410. At the upper echelons, D2 experienced 799 promotions, D4 had 128, while only 47 educators were elevated to D5. Nthurima asserted that the process was devoid of fairness and indicated that considerations such as tenure, performance, and experience were not applied consistently.
“The commission is now stating that it also took age into account, but age has never been a primary consideration. The fundamental factors are years of service, duties fulfilled, and performance in both curricular and co-curricular activities,” he articulated.
He raised a query regarding why educators who had occupied acting positions for extended durations were habitually disregarded. “Certain educators have held positions as deputies or principals for six or seven years and continue to be relegated to acting roles, while others in less populated counties receive promotions,” Nthurima remarked.
The union representative also expressed concerns over the Commission’s absence of consultation, asserting that Kuppet had not been involved during either the planning or execution of the promotions.
“We seek clarity on the rationale behind such promotions. Unless there are underlying factors, it is apparent that numerous deserving educators have been overlooked. We corresponded with the commission, but it has never provided a response. It seems the commission does not engage with unions. The TSC appears to regard unions as inconsequential,” he stated.
Legislators and union representatives are now advocating for future promotion processes to adopt a more consultative stance, ensure accountability, and adequately reflect both demographic dynamics and the challenges associated with career stagnation across different regions.
The Teachers Service Commission (TSC) has urged members of parliament (MPs) to increase the budget for the promotion of teachers.
Speaking yesterday during her appearance before the National Assembly Constitutional Implementation Oversight Committee (CIOC) led by Hon. Eric Karemba (Runyenjes), TSC CEO Dr. Nancy Macharia informed the lawmakers that the Commission cannot promote a sufficient number of teachers owing to limited funding.
She was delivering a report on the Commission’s achievements in meeting its constitutional obligations and the obstacles that impede effective service delivery.
Macharia cautioned about an impending education crisis caused by insufficient budget allocation for the promotion and distribution of teachers nationwide.
Dr. Macharia pointed out that although the government currently designates sh. 1 billion per year for teacher promotions, this sum is inadequate to meet the rising number of eligible teachers.
“Honourable Members, while we appreciate the Kshs. 1 billion earmarked for teacher promotions, this amount only allows for the promotion of 6,000 teachers out of a teaching workforce exceeding 500,000. This ongoing situation demoralizes deserving teachers and impacts service delivery in our schools,” Dr. Macharia emphasized.
Macharia indicated that the TSC requires sh5 billion annually to promote teachers and effectively prevent stagnation.
She made this statement in response after lawmakers expressed concerns regarding the issues surrounding teacher promotions.
The Commission has been receiving a budget of sh 1 billion each year for the purpose of promoting teachers, which Macharia described as a mere drop in the ocean.
“With just one billion shillings, we can only promote 6,000 teachers. We need five billion annually to adequately tackle stagnation,” Macharia asserted.
In 2024, TSC promoted a total of 19,943 teachers after securing sh 1 billion in the 2023 – 2024 financial budget.
Last week, TSC identified 25,252 teachers who were successfully promoted this year following their participation in interviews in January and February.
The teachers will receive their appointment letters at the end of this month before being assigned to schools with vacancies.
MPs further pressed the issue of fairness in promotions and the ambiguous criteria applied, with reports indicating that some constituencies received as few as five promotions.
“We had only five teachers promoted out of 25,000. If distributed evenly among the 290 constituencies, we should have received at least 80,” contended Tiaty MP William Kamket.
Despite the intense questioning, the Commission stated that it continues to operate within its limitations and is committed to enhancing teacher welfare across the country.
The TSC claims that the promotion bottleneck, staffing discrepancies, and health insurance challenges all originate from inadequate funding and urged Parliament to reconsider policies to allow for more sustainable planning.
TSC protests inadequate funding for teacher promotions.
The 2020 teachers’ recruitment schedule per County has been released by the Teachers Service Commission. The County schedules have been drafted from the one sent from the TSC headquarter.
According to the schedule, selection of successful applicants, who will then fill employment forms, will be done by the TSC County Directors between Wednesday September 16 to Tuesday September 22, 2020.
Successful applicants will report to their new schools on Monday January 4, 2021.
TSC SCHEDULE OF RECRUITMENT OF TEACHERS IN SEPTEMBER 2020.
Here is the full recruitment schedule for teachers on permanent and pensionable terms;
S/NO
ACTIVITY
TIME LINE
No of Days
1
Advertisement of vacant posts
Tuesday September 1, 2020
1 day
2
Virtual sensitization of Regional directors
Tuesday September 8, 2020
1 day
3
Online applications by qualified teachers
Tuesday September 1 to Monday September 14, 2020.
14 days
4
Generation and sending of merit lists to County Directors
Tuesday September 15, 2020.
1 day
5
Collection of employment forms by County Directors.
Friday September 11, 2020
1 day
6
County selection process and filling of application for employment forms by successful candidates
Wednesday September 16, 2020 to Tuesday September 22, 2020
5 days
7
Vetting and handling of complaints at County level.
Wednesday September 23, 2020 to Friday September 25, 2020
3 days
8
Receipt of documents at the TSC Headquarters.
Monday September 28, 2020 to Tuesday September 29, 2020
2 days
9
Verification of results at the TSC Headquarters.
Wednesday September 30, 2020 to Thursday October 29, 2020
2 days
10
Reporting of teachers to schools.
Monday January 4, 2021.
21 days
11
Sending reporting status to TSC Headquarters by County Directors.
In Narok County, the exercise is slated for the 15th of September to 21 September, 2020.
Narok County teachers’ recruitment schedule.
The Commission is seeking to fill 4,000 new vacancies on permanent and pensionable terms for secondary school teachers and another 1,000 promotion posts for primary school teachers. The 4,000 posts are meant to support the 100 percent transition from primary to secondary schools.
The Commission looking forward to fill another 5,474 vacancies for primary and 1,100 vacancies for secondary schools to replace teachers who have exited service.
A group of unions is proposing that learners to continue staying at home for longer, citing the ‘unsafe’ school environment due to the current covid-19 pandemic. The group comprised of the Kenya National Union of Teachers (Knut) and Universities Academic Staff Union (Uasu) wants the government not to rush into schools’ reopening as it may lead to multiple infections by corona virus.
“Reopening of schools, colleges and universities must be transparent, phased and coupled with clear communication by government and public universities, colleges and schools, with the input of public health professionals, front-line healthcare professionals, educators, academic staff and the unions,” said the unions in a joint presser on Wednesday.
According to knut secretary general, Wilson Sossion, learners should continue staying at home where they are otherwise safer.
“We would rather have all our children staying at home, safe and alive and repeating a year rather than sending them to school to die. The world will not come to an end if we suspend certain matters,” Sossion said during the joint presser.
On the KCPE and KCSE examinations, the group is proposing that they be postponed till normalcy reigns; even it will be in November next year.
“We’ve heard of people talking about Form Four and Class Eight reopening. These are human beings; the world will not come to an end. Children can repeat a class, better save lives first. Even if the exams are pushed to November 2021, if we can evade death, let’s do so. The world will not come to an end if we suspend certain matters… Nobody in this country should gamble with the lives of learners and teachers. For now, open bars and test social distancing. KCPE and KCSE are not a ticket to heaven” he added.
KNUT Secretary General Wilson Sossion. He now wants both the KCPE and KCSE to be postponed to 2021 following disruptions to the education sector occasioned by the coronavirus pandemic.
The group also holds that well laid plans must be worked out before learning institutions are reopened. This includes fumigation and testing of the learners.
“It is advisable to maintain the closure of Kenyan educational institutions and universities until the number of new cases stabilizes or declines for at least 14 consecutive days, before considerations for phased re-opening begins,” reads the group’s report; in part.
With Uganda set to reopen schools next month, it is highly likely that Kenya may consider going the same direction. But, the lobby says more needs to be done before such a move is undertaken.
“Set up treatment facilities to handle any cases that might arise to ensure access to health services by teachers, lecturers, non-teaching staff and learners…. Provide sustainable supply of Personal Protective Equipment for teachers, workers and students,” the report further adds.
Egerton university staff face turbulent financial times after their salaries were slashed by the varsity. The pay cut is as a result of the current covid-19 pandemic that has paralyzed learning and other key operations not only in Kenya but also world over. The pandemic that has seen unprecedented job losses is now threatening to eat into workers’ salaries.
The university’s Vice Chancellor Rose Mwonya now says the university will not be able to pay all its employees their full April and subsequent month’s salaries.
“Due to Covid-19 pandemic that has affected the whole country, Egerton University is not able to generate enough funds internally to be able to pay salaries for the month of April 2020. This might continue for a while during the pandemic period,” Says the vice chancellor in a memo.
According to the memo, workers in lower cadres will continue receiving their full salaries while those in higher job grades will face a pay cut of up to 40%. In a quick rejoinder, though, the university promises to pay the arrears in future.
“Staff in grade 1-4 will receive their full 100% net salaries as indicated in their payslips. Staff in grade 5-19 will receive 60% of their net salaries as indicated in their respective payslips. The balance of 40% will be paid as soon as funds are available,” she adds.
Public universities largely depend on funding from the national government to run their operations. Other major sources of income include students’ fees and the Higher Education Loans Board, helb.
The covid-19 pandemic has seen prolonged closure of learning institutions; since mid-March when the first case was reported in the country. The Education ministry is mulling the next course of action and has already constituted a committee of stakeholders to come up with proposals on how to safely reopen the learning institutions.
The committee dubbed ‘National Covid-19 Education Response Committee’ has already kicked off its operations and Kenyans have one week to make their submissions.
It is not only the universities that are facing challenges in paying their employees. Schools haven’t been spared either and in fact some have sent their staff on unpaid leaves. Public schools, just like universities, get most of their funding from the government and students’ fees.
The Teachers Service Commission, TSC, has lined up interviews to fill the 10,300 teacher internship posts for Primary and Secondary Schools. This is after the Commission carried out the shortlisting of the thousands of applicants who expressed interest to take up the slots. According to the Commission, the lists of shortlisted applicants has been dispatched to all counties. “Applicants are advised that interviews shall be conducted at the county TSC offices. A list of applicants have been sent to each county,” reads a memo dated November 7, 2019 from Catherine Lenairoshi; of TSC Corporate Communications Office.
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The shortlisted candidates will be taken through interview sessions to be organized by the TSC County Directors; countrywide. Interviews in Sigowet and Soin Sub Counties will be done from Monday November 18 to Friday November 22, 2019. Here is the interview schedule for this Sub County.
DAY/DATE & TIME
VENUE
SCHOOL(S)
SUBJECT COMBINATION
MONDAY 18/11/2019 AT 2PM
MOTERO SEC
MOTERO SEC
KISW/GEO
CHERAMOR SEC
PHY/MATHS
TUESDAY 19/11/2019 AT 2PM
KIPSITET DAY SEC
KIPSITET DAY SEC
HIST/CRE
NGENY KOIBOROT SEC
ENG/LIT
KAPCHEBWAI SEC
MATHS/CHEM
WEDNESDAY 20/11/2019 AT 2PM
KEBENETI SEC
KEBENETI SEC
MATHS/BST
MARUMBASI SEC
KISW/HIST
ST THOMAS MINDILILWET SEC
BIO/CHEM
THURSDAY 21/11/2019
KAKIBEI BOYS SEC
KAKIBEI BOYS SEC
BIO/AGRI
AIC KAKIBEI GIRLS
GEO/BST
SUMEEK SEC
BIO/CHEM
MONDAY 25/11/2019 AT 2PM
KIPTERE BOYS SEC
KIPTERE BOYS SEC
BIO/CHEM
KAPKEBURU SEC
AGRI/BIO
IRAA GIRLS SEC
BIO/CHEM
Remember to visit this portal TSC NEWS PORTAL for all the latest TSC News; including interview lists downloads, dates and marking scheme.
Successful candidates will be absorbed for a period of one year; since the Internship period will be twelve (12) months.
Remuneration
Recruited interns will be entitled to payment of a monthly stipend of Kshs 15,000 for Secondary School Teacher interns and Ksh 10,000 for Primary School Teacher Inters. This stipend will subjected to statutory deductions where applicable.
The Teachers Service Commission, TSC, has announced the sacking of thirty teachers for gross misconduct. The dismissal of the tutors was announced on Monday October 12, 2020, as schools reopened after a closure of close to seven months. According to the list at our disposal, most of those sacked are male teachers.
While noting that the said teachers are yet to be formally dismissed, Wababu confirmed that there was enough evidence to warrant their dismissal.
“The teachers are in the process of being dismissed, and after the CEO (TSC Chief Executive Officer, Dr. Nancy Macharia)has approved the list, then it will be gazetted; thereby confirming their dismissal,” She explained.
She said the offences committed by the teachers included: immoral behaviour and forging of academic certificates among others; as prescribed in the Teachers Code of Conduct.
The Commission has at the same time announced the registration of 8,500 new teachers. TSC Head of Corporate affairs, Betty Wababu, says the registered teachers are not part of the 11,000 who are being recruited; explaining that registration is different from hiring.
“Registration is different from hiring. The recruitment process is not over yet. Those are just teachers that have been registered with us. The number of teachers being recruited still stand as reported and when the process ends we are not going to to recruit more teachers because we are funded by the National Treasury to do the recruitment,” Wababu said.
It is the desire of each parent and/ or guardian to provide his/ her child with the best quality education; more so at Secondary school level. It, at the same time, becomes difficulty for one to choose the best school for his/ her daughter. But, what are some of the parameters will one look at in order to make a selection? Here are some of the features to be observed:
Performance at National Exams (KCSE),
Infrastructure,
Students’ population,
Number of teaching staff available,
Security of learners, among others.
Here is a list of top ten schools in Kenya:
ALLIANCE GIRLS’ HIGH SCHOOL
Alliance Girls’ High School (AGHS) is one of the most prestigious national girls’ boarding schools. The school is located near the small town of Kikuyu. Founded in 1948 as the African Girls High School, it is within walking distance from its brother school Alliance High School. You can get a link to download the school’s Admission letter and learners’ report forms at the near bottom of this page.
Contacts.
Postal Address: Alliance Girls High School, BOX 109; KIKUYU – 00902, Kenya.
PHONE : LANDLINE : 020-2012533, 020-2012533
FAX 020-2012511
MOBILE : 0726-145-877, 0726-145-877 / 0734-485-571, 0734-485-57
Alliance Girls’ High School Vission, Mission, and motto
Vission: To become a leading and most preferred National School in the provision of quality, experience and holistic education for girls in Kenya.
Motto: Walk in the light
Mission: To provide a conducive environment and to offer a quality, excellent and holistic education that motivates students to discover their talents and strive to reach their potential, thereby equipping them to fit well in society and contribute positvely to national building
Core values
Commitment – to the vision and mission of our school Hard work – to duty Sacrifice – for the good of the institution and gifted youth of Alliance in particular and Kenya in general. Teamwork – towards a common goal called EXCELLENCE Loyalty – to the school and the values it perpetuates Trust in God – for all our needs and for all our success
Alliance High has posted good results over the years at the Kenya Certificate of Secondary Education, KCSE.
Alliance Girls Secondary School prides in its academic prowess. It maintains a top 10 position in the KCSE yearly. In 2011, the school emerged the 2nd National school, only after the Alliance High School, and 5th nationally.
All students go on to top Kenyan Universities as well as reputed international universities. The school supports applications to colleges in the United States, the United Kingdom, South Africa among others. Similarly, a couple of it’ students are annually selected to the African Leadership Academy; a highly selective leadership program through the entire continent.
Moi High School Kabarak, one of the top performing secondary schools in Kenya, is a mixed boarding school located along Nakuru – Eldama Ravine Road; in Nakuru County. The school was established in 1979 by H.E Daniel Arap Moi (The Second President to the Republic of Kenya) on his expansive Kabarak farm. The school has prestigious boarding-tuition facilities. The school is categorized as a private school. Moi High School – Kabarak is a private Christian Co-educational institution offering 8.4.4 curriculum.
KCSE PERFORMANCE
The school is consistently ranked among Kenya’s top-performing schools in each year’s national examination results; a result it has maintained for many years, now. In the 2018 Kenya Certificate of Secondary Education (KCSE) exams, the school posted an impressive mean of an A- (272 ) 79.862 from the registered 272 candidates. In the 2019 KCSE exams, the school has a total candidature of 324 students; with only one repeater. A common striking feature among the candidates is that all of them are sitting for 8 subjects.
Admission to this school is highly competitive. Those admitted here must be of good academic performance if marks scored at the Kenya Certificate of Primary Education, KCPE, exams is something to go by. The school admits students with 350 marks and above. For continuing students, they should have at least a B (plain) in the previous exams. The only limiting factor is the a little bit higher school fees chargeable at this school; since it is a private school. Consequently, a majority of the learners here are those from the elite class.
ADMISSION LETTER
Students admitted to the school can download their calling letters, online. To use the online portal, one must first register. Visit the portal and register. Click on this link; Admission letters portal
Parents can log onto the school’s portal to get latest news and their sons/ daughters’ performance trends/ academic results.To log in, click on this link; Parent login portal
Here, below, is a collection of photos of Moi High School, Kabarak Nakuru:
Moi High School, Kabarak Nakuru
PRECIOUS BLOOD GIRLS HIGH SCHOOL, RIRUTA
Established in 1964, Precious Blood Girls High, Riruta, is a public girl boarding school, Kawangware location, Nairobi County. The Catholic nuns of the order of Precious Blood Sisters established the school in 1964. It is located in Kawangware area of Dagoretti constituency of Nairobi Region. iT IS a girls’ extra county boarding school situated in a poor suburb of Nairobi. The school has a student population of 975.
This is the hallmark that has landed the school in the National limelight since the inception of the 8-4-4 curriculum. The education on offer is holistic education, which encompasses the parameters of spiritual, social, physical and intellect; this is evidenced in the exceptional results they have posted since over the years in the Kenya Certificate of Secondary Education (KCSE) exams. The school Kenya National Examinations Council, KNEC, code is 20405004. In 2018, the school posted a mean of A- (Minus); 79.604 points from a candidature of 135 students. In 2019, the school registered 174 candidates. Further to the release of the KCSE Examination results, all the students are treated to a special luncheon and dinner at an agreed date. The teaching and non teaching are also hosted to a luncheon at a prestigious city hotel, in addition they are also remunerated with a uniform package by the parents (it should be noted that all the teachers are rewarded with the same figure irrespective of the subject performance or whether one had a Form Four class or not). The non-teaching staff is also given a uniform figure, which is slightly less than that of the teachers. Here is part of the school’s KCSE performance; over the years:
Year
1989
1990
1991
1992
1993
1994
1995
1996
1997
KCSE MEAN
7.73
7.91
7.96
8.56
10.21
9.13
9.46
10.42
10.49
POSITION NATIONALLY
7
4
5
4
1
4
5
1
1
Year
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
KCSE MEAN
10.4
10.46
10.2
10.2
10.66
10.76
9.96
10.24
10.3
10.89
10.96
POSITION
1
1
3
3
1
1
6
4
4
3
XX
Here are links to the most important news portals:
Precious Blood Kilungu; A girls’ extra county boarding school situated in a rural part of South Eastern Kenya, 120km from Nairobi. The school has a student population of 658.
Bishop Gatimu Ngandu Girls; A girls’ national boarding school situated 135km North East of Nairobi in a rural area toward Mount Kenya. The school has a student population of 1165.
Starehe Girls Centre; A girls’ national boarding school situated a few miles north of Nairobi, on the way to Kiambu. The school has a student population of 598.
Maryhill Girls High School; A girls’ national boarding school situated 50km from Nairobi in Thika along Thika – Gatukuyu road. The school has a student population of 1,600.
THE SCHOOL’S EMBLEM
ITS MEANING AND DEVELOPMENT
On close study of the emblem, you will note the following significant parts:
A central part
5 colours
The Bible
Science equipment
Green and white stripes
The central part represents the ‘coat of arms’ of the international Precious Blood Community without the surrounding wreath of the scripture text ‘Thou hast redeemed us by the Precious Blood’
The Precious Blood Sisters started the Precious Blood Secondary School – Riruta and wanted to transmit and share their spirituality with the students. We see the lamb holding a banner and blood is shed and poured out into a chalice. This symbolizes Christ, the Lamb of God, and God made man, who stands in readiness to do the will of his Father. He sheds His Precious Blood, the very last drop, and saves mankind, you and me, from sin and all evil, giving us new life, the fullness of life through His death and resurrection.
The banner is the sign of victory: through suffering and toil of joy, from death to life. The example of Jesus’ life should be our incentive to spend our life in the service of God and others with commitment, in a self-sacrificing spirit, love and zeal for the cause of God and others. This will bring about true and genuine self-fulfilment and will contribute to a better world. It will be a preparation for the life to come in eternal happiness and peace.
The frame shows the school setting of the Precious Blood Secondary School
The five colours above, i.e. blue, red, white, yellow and green – indicate the five different houses in the school. Every student belongs to one of these houses.
Blue – Meru
Red – Kilimanjaro
White – Kenya
Yellow – Ruwenzori
Green – Elgon
The houses are representative of five prominent mountains in the Eastern Africa region.
The Bible at the right corner, just below the five colours, symbolizes the importance of the word of God, which should guide the life of all members of the school and from which we should learn our life-values and life-principles. This we do through all our actions, studies, sports, play combined with prayer and all other commitments the school asks of them. It is hoped that our lives will then be according to the spirit of Christ.
The science equipment seen at the left side below the five colours stands for the efforts required to develop all the potentials of the students in all spheres – human, social, communal, religious and academic. The aim is to mould the whole personality into that individual God had in mind at creation. Therefore the motto ‘Forward ever, backward never’.
The two colours shown at the bottom of green and white signify the school uniform. White blouses and socks and green skirts and sweaters.
Kapsabet Boys High School is one of the Prestigious National schools in Kenya. The school is located in Kapsabet town, Nandi County, Kenya; about 40 kilometers from Eldoret town. It is a Boys Boarding school founded in 1925 as the Government African School (GAS). It is one of the oldest school in the country.
The school offers secondary school education based on the current 8-4-4 Kenyan education system.With a candidature of 249, the school posted a mean score of A- (minus) of 79.062 points at the 2018 Kenya Certificate of Secondary Education, KCSE, exams. In the 2019 KCSE, the school presented 379 candidates.
Maseno High School is one of the oldest schools Kenya. It is a National school located in Kisumu County; Kisumu Rural Constituency of Nyanza Region. It is a boys’ only boarding secondary school situated next to Maseno University. The school was established in 1906 by the Missionaries of the Church Missionary Society as a school for the children of African chiefs. Maseno School offers a multitude of opportunities for all students, from the Arts, Academic and Athletic programs. The students have excelled in all three of the aforementioned arenas, winning Provincial and National level recognition as one of the best National high school in Kenya. Fees at this school is subsidized through the government’s Free Secondary Education, FSE, Programme.
Maseno School Contacts.
You may at one time need to contact the school and the following channels would be helpful:
Postal Address: P. O. Box 120 MASENO KISUMU-BUSIA ROAD
Cell phone 0713715956,0738934812.
EMAIL ADDRESS: info@masenoschool.sc.ke or maseno_school@yahoo.com or dean@masenoschool.sc.ke
School Name: Maseno School Physical Location: Kisumu-Busia Road Address: P.O. Box 120, Maseno City/Town: Kisumu County: Kisumu School Category: Public School Code: 39700001 Phone Number: 0713-715956, 0738-934812 Email: masenoschool@yahoo.com Website: http://www.masenoschool.sc.ke
Performance in Academics and KCSE Analysis
Maseno school has mantained a good run in results; posting impressive performances at the Kenya Certificate of Secondary Education, KCSE, exams. In 2018, for instance, the school attained a mean grade of an A- (minus) of 78.701 for the 237 candidates who sat for the exams; that year. In 2019 a total of 477 candidates.
Apart from academics, the school is renown for its successful exploits in sports and other Co-curricular activities. Most notably, Maseno school has been a power house in Rugby and basketball.
Molo Acdemy is a secondary school located at Milimani in Molo sub-county, Nakuru County in Kenya about 2km from Nakuru –Eldoret road at Kibunja and 2km from Molo Post Office. It is a Boys’ Boarding Secondary School. Started in 1986, the school has established itself as one of the best performing schools in the country. It is an Extra County School.
School Contacts.
If you wish to contact the school, then look no further. Below are the contact details to the school:
Name: Molo Academy Boys Secondary School
Physical Location: Milimani Estate, Molo Town
Postal Address: P.O.Box 55-20106, Molo-Kenya
Telephone: 020-8005229
Mobile: 0722 335726
Email: moloacademy@gmail.com
Website: http://www.moloacademyboys.sc.ke/
KNEC CODE: 27538208
Here are links to the most important news portals:
The school recorded an impressive performance in the 2018 Kenya Certificate of Secondary Education, KCSE, exams garnering a mean grade of A- (minus) of 77.27 points after presenting a total of 50 candidates. In 2019, the school registered a total of 157 candidates.
PHOTO GALLERY
Classrooms at Molo Academy Boys Secondary School.
Classrooms at Molo Academy Boys Secondary School.
Students at Molo Academy Boys Secondary School.
Molo Academy Boys Secondary School’s Badge
STRATHMORE SCHOOL
Strathmore School is a a prestigious private, independent, boys’ day school located in Nairobi; Westlands Constituency, Kenya that follows the 8-4-4 curriculum. The school was started as a Sixth Form college in March 1961. In 1977 the first Form One students were admitted, and in 1987 the first Standard One pupils.
Today, there are around 630 students in the school with a significant number of them receiving financial aid. Strathmore began as a Sixth Form College offering a full range of Arts and Science subjects. The first Form Five students enrolled in March, 1961, and sat the Higher School Certificate Examination in November 1962.
Accountancy studies were added to the College Curriculum in January, 1966, when the first students registered to prepare for the Association of Certified Accountants examinations. The first Form One students enrolled in January, 1977; during the years 1977-1980 the Secondary School was expanded to include Forms One to Four.
The College is managed by Study Centres of Kenya. The land and buildings of the College are held in Trust by Strathmore Registered Trustees which is incorporated as a charitable Trust under the Land (Perpetual Succession) Ordinance.
With the starting of the Primary School, the Trustees have organized Strathmore College into two levels: ‘Strathmore College School of Accountancy’ for post-secondary studies and ‘Strathmore School’ for primary and secondary Studies.
Here are links to the most important news portals:
The School’s chief purpose is to develop the minds and consciences of its students so that they can become self-disciplined and resourceful, and therefore better able to serve society in a useful way. Above all, the School emphasizes academic excellence and moral integrity. The School aims at creating an environment that is conducive to learning; both experienced teachers and well-motivated students strive to create this environment.
Through daily close contact with the students in the classroom, in extra-curricular activities and on the sports fields, the School Staff strive to develop in the students such qualities, such as honesty, responsibility, good use of freedom, tolerance, and hard work. The School aims at providing an education based on Christian principles and accepts worthwhile students regardless of creed.
Srathmore Court of Arms
The lion is the symbol of strength, power, courage of determined fight for excellence and justice. It also represents Kenya, our country, which has all the qualities mentioned above.
The Rose in full blossom represents, love, the source of all good desires and actions, even if at times it requires loving sacrifice, represented by the thorns the rose shows in its stem. The rose has some supernatural meaning. Love, in capital letters, is love of God. And also it has some historical meaning associated with the life of Blessed Josemaria who inspired and encouraged those who started Strathmore: He received a sign by means of a wooden gilded carved rose in a very trying moment of his life.
The Three hearts represent the three races which, in 1961 when the School started, were segregated in the colonial system of education. The heart represents the person, since it is taken as the source of all our actions, and the source of love. Being the three hearts of the same colour it shows the radical equality of all people. At the beginning it clearly meant the unity sought of the three major races. These days it means the co-operation of parents, teachers and students towards the same aim.
The motto “Ut ommnes unum sint” is in Latin. It is a quotation from a passage of the Gospel, and translated means “That all may be one”. It expresses the desire of working together towards the same aim, in spite of individual legitimate opinions, preferences and tastes.
The colours in heraldry (the science of making coats of arms) have associated meanings as follows:
Blue (Azure) Sky blue means high ideals, high aims;
Red (Gules) Blood red means sacrifice, love, fortitude;
The school has posted impressive performance at the Kenya Certificate of Secondary Education, KCSE, exams over time.
2017 KCSE RESULTS ANALYSIS
Strathmore School presented 88 candidates. The school posted a good performance, with an average of 9.190. 3 students scored straight A, 15 scored A-, 23 scored B+, 24 scored B, 9 scored B-, 6 scored C+, 6 scored C, and 2 scored C-. This, therefore, gives a transition rate of over 90% to university.
The subjects that scored the best means were Computer Studies with a mean of 12, Mathematics with a mean of 10.557 and French with a mean of 10.133. Improvement was noted in Computers Studies, Chemistry and English.
The table below is a summary of the performance.
2018 KCSE Results Analysis
In 2018, Strathmore School presented 84 candidates who registered 9.988 points (a performance index of 72.28) to emerge the best school nationally.
Strathmore School 2018 KCSE Results
In 2019, the school registered a total of 84 candidates.
Strathmore school Contacts
At one time if you wish to contact the school, use any of the contacts below:
Chavakali Boys High School is a Public National Boarding School located in Chavakali location, Vihiga County, just a few kilometers from Kakamega County. The school boasts a high population of more than 1800 students. The school was established in 1910.
Extra Curricular Activities
Students participate in the following Co-Curricular activities:
Football
Rugby
Tennis
Basketball
Volleyball
Hockey
At the same time, the learners are actively engaged in a number of Clubs and Societies’ activities that include:
Journalism
Scouting
Kiswahili
Christian Union (CU)
Environment
Integrity Club
Here are links to the most important news portals:
Chavakali Boys High School Motto: Strive For Excellence
Chavakali Boys High School Vision: Quality education for life
Chavakali Boys High School KCSE Results Analysis
The school has continually posted good results at the Kenya Certificate of Secondary Education, KCSE, exams. In 2018, fo instance, the school had 287 candidates who garnered a mean grade of an A- (minus); 77.005 points. During the 2019 KCSE exams the school registered a total candidature of 471.
Chavakali High School Structures, teachers and students.
MARYHILL GIRLS HIGH SCHOOL
Maryhill Girls High School is a girls’ national boarding school situated in Thika along Thika – Gatukuyu road.
Maryhill Girls’ High School was founded in 1933 when some great missionary women (Sisters of Our Lady of Africa) answered the call of serving the children who were born of mixed races in East Africa. These children were discriminated upon on the African, European and Asian Schools. The school acquired its name from Mary Mother of Jesus and the hill on which it stands. Soon after independence, the school acquired a new phase where the first bright African girls were admitted and Maryhill became one of the most prestigious schools in the country. The school was later turned into a public school. In 1989 when the school presented the first candidates in 8-4-4 system of education.
Maryhill Girls High School is a girls’ national boarding school situated in Thika along Thika – Gatukuyu road. The school has a student population of 1616 students currently. It is an eight streamed school offering seventeen subjects in the 8-4-4- curriculum. The school also offers a variety of other co-curricular activities such as Drama, Music, variety of games like hockey, swimming, volleyball, tennis to name but a few.
Here are links to the most important news portals:
To download the school’s admission letter click on this link; http://schoolswebportal.com/maryhill/school/index.php?admission_letter
Maryhill Girls’ Admission Criteria
The school admits students with 350 marks and above. For continuing students, they should have at least a B (plain) in the previous exams.
Maryhill Girls’ Mission Statement
To provide equal educational opportunities for the Kenyan girl child. To develop her full potential in a multicultural and competitive environment through discipline, moral and spiritual development and to foster skills in self-reliance, leadership and responsibility based on team work, efficiency, commitment and diligence.
Maryhill Girls’ Motto: Toil For Excellence
Maryhill Girls’ Vision: To make Maryhill Girls High School a centre of excellence.
Maryhill Girls’ KCSE Results Analysis
Touted as one of the best performing schools in Kenya, Maryhill Girls has maintained a good run in performance at the Kenya Certificate of Secondary Education, KCSE, exams; over the years. In 2018, for instance, the school recorded a performance index of 76.826; A- (minus) out of a candidature of 185 students. For 2019 exams the school had a candidature of 337 students. The table below shows past KCSE results for the school;
Exam Year
No. of Students
Mean Score
Mean Grade
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
E
2017
324
8.7006
B
4
27
76
86
57
46
22
6
0
0
0
0
2016
295
9.4441
B
4
66
92
60
45
24
4
0
0
0
0
0
2015
302
9.0828
B
4
59
87
57
54
21
10
4
1
0
0
0
2014
266
9.8386
B+
30
74
56
54
38
10
3
1
0
0
0
0
2013
185
10.6919
A-
50
67
44
14
5
5
0
0
0
0
0
0
2012
150
10.3866
B+
36
40
38
20
14
2
0
0
0
0
0
0
2011
123
10.2602
B+
20
42
30
18
9
3
0
1
0
0
0
0
2010
140
9.6115
B+
22
23
32
27
19
8
8
0
0
0
0
0
2009
131
9.2595
B
3
16
40
38
23
9
2
0
0
0
0
0
2008
138
9.4817
B
11
32
34
26
17
10
3
1
3
0
0
0
2007
118
9.1101
B
5
22
26
23
20
15
6
1
0
0
0
0
2006
133
9.3909
B
11
19
38
25
28
7
5
0
0
0
0
0
2005
138
8.5434
B
0
13
36
23
31
17
13
4
1
0
0
0
2004
137
8.2335
B-
1
11
18
24
44
19
16
3
0
1
0
0
2003
134
8.4702
B-
1
9
28
31
29
24
8
1
3
0
0
0
2002
129
8.3721
B-
3
13
26
23
22
18
15
8
0
0
1
0
2001
131
8.4122
B-
1
12
21
34
30
12
17
2
0
2
0
0
2000
136
7.8809
B-
1
3
6
37
36
30
16
4
1
0
0
0
1999
147
7.3741
C+
1
0
8
21
46
31
24
10
6
0
0
0
1998
154
6.8637
C+
0
0
6
20
24
41
32
22
9
0
0
0
1997
143
7.5173
B-
0
2
11
23
39
34
18
14
2
0
0
0
1996
133
7.0076
C+
0
2
7
9
34
28
30
20
2
1
0
0
1995
90
6.6444
C+
0
0
1
5
19
22
26
13
4
0
0
0
1994
130
6.8462
C+
0
3
5
12
28
29
24
14
13
2
0
0
1993
124
7.0323
C+
0
1
2
24
24
25
27
13
7
1
0
0
1992
135
6.1778
C
0
0
0
4
19
29
45
23
13
2
0
0
1991
84
5.6667
C
0
0
1
1
7
14
19
28
11
1
1
0
1990
80
5.9113
C
0
0
0
0
11
14
22
23
7
2
0
0
Maryhill Girls’ High school Photo Gallery;
Students, Teachers and Infrastructure at Maryhill Girls’ High School.
THE KENYA HIGH SCHOOL
Kenya High School (KHS) is girls’ National secondary school located in Kileleshwa, Nairobi, Kenya. The Kenya High School had its beginnings in 1910 when a co-educational school called the Nairobi European School began in buildings designed for police Barracks. In 1931 the boys were separated from the girls. In 1935, the school was renamed The European Girls Secondary School and had its first Headmistress, Miss Kerby appointed. The buildings consisted partly of temporary wooden huts located on the compound of the present Nairobi Primary school, with whom the secondary school shared the present buildings. Staff housing was scattered in the vicinity of Protectorate Hill. In 1939, the school was renamed The Kenya High School.
In 1942, Miss Stott succeeded Miss Kerby. By this time, because of the existing overcrowding and lack of modern facilities, there was considerable demand for a new school. By 1944, the present site of about 100 acres on Kileleshwa Hill had been approved and sterling pound 150 had been voted in the 1945 budget as a token sum towards the laying out of the grounds. Eventually the total cost of building and laying out of the grounds reached sterling pounds 700,000.
The present school began to take shape and in 1950, 100 boarders moved into two boarding blocks of the partially completed new school. The site at that time looked very different from today. The trees and flowering shrubs, which do so much enhance and beautify the grounds, remained to be planted; the chapel, the library and the swimming pool were yet to be built.
The swimming pool was completed in December 1952, with the aid of a government loan. This loan was finally paid off at the end of 1967. The Chapel was dedicated in 1959 and the library opened in 1963. In 1963, Miss Stott retired and Miss Leeves took over.
Just prior to miss Stott’s retirement, the first African and Asian girls were admitted. The first African girl to be admitted in 1961 was Ann Mithamo During the four years of Miss Leevers’ headship, the inter-racial pattern of the school began to take shape. Before Miss Leevers left, she handed over to Miss Barnes. In 1967 plans had been made for the building of the Art Studio. Later in 1967, it was decided to extend the plan of the Art room to include a Music room and Music practice room. This block was completed early in 1969, when the Hon. D. T. Arap Moi officially opened on sports day. The school is still without an assembly which had to be omitted from an earlier building plan owing to lack of funds.
In 1974 the school was taken over by the government and it began to take more African pupils and teachers. The first African Headmistress was Mrs R. Kariuki. She took over from Miss Barnes in January 1977 and left in July of the same year after handing over the school to Mrs. M. W. Wanjohi on 22nd July 1977 to August 1999. After Mrs Wanjohi’s retirement in September 1999, Mrs Rosemary Saina took over from September 1999 to July 2015, She Handed over to the Deputy Mrs Lucy Mugendi who stayed upto December 31st 2015 who later handed over to Mrs Flora Mulatya who is the current Principal of the school.
There was school committee as early as 1932, whose members dedicated themselves to the well being of the school, in 1960, these duties were transferred to the board of governors. The school has had very able Heads of the board of governors e.g. Sir Phillip Mitchell (1960-1963), Mr J. G. Francis(1963-1965) and it is particularly indebted to Mr Charles Njonjo who served the school for 10 years (1966-1976), Mr Geoffrey Kariithi (1977-1988), Dr. Eddah Gachukia (1984-1988) became the first lady chairperson of the board, Ms Margaret W. Kenyatta(1989-1996), Mrs Damaris Ayodo who served in the board from 1975 became chairperson (1996-1999), Mrs Rebecca Masese took over from 1999 to 2015 When Mr. Philip Njuki took over to date.
History cannot forget many dedicated people who played a very significant role in the running of the school such as Mr. Mortimer who donated the former main gate. There are several tables and chairs in the library donated by individual parents. In her will, Molly Nesbitt, left part of her money as bursary to the best French students annually.
Apart from these individuals, the government gave all the monies for the capital development. In the early 1980s cost sharing between the parents and the government was effected.The present Parents Teachers Association was started on 12th July, 1979. The idea was proposed by the Professor J.M. Mungai who became the first chairman. The following people acted as the care takers in the executive committee until the Annual General meeting was held. Professor Joseph M. Mungai, Ven. John Kago, Professor F. A. Mutere, Professor V. K. Gupta, Mrs M. Mpaayei, Mr. B.O. Okudo, Mrs Grace Ogot, Mr. C. A. De Ameida, Mr Davidson Ngini and M. L. Handa, Deputy Registrar General.
The P.T.A. was registered with the Attorney General in October 1979 and Professor Joseph Mungai became the first P.T.A. chairman until 1985 when Mr Wasunna took over up to February 1995. Thereafter, the chairpersons of the P.T.A. were: Prof. K. Wambari (1995-1997), Mr. P. E. Mwaisaka (1997-1998), Mr Lee Muthoga (1998-1999), Major (Rtd) C.N. Diffu (2007 -2009), Prof. J. Kaimenyi (2008 – 2009) ,Mr G. S. Mutungi (2009-2013), Dr. Bitange Ndemo (2013-2015) , Mrs. Gacicio( 2015-2016), Rev Robin Mulunda 2016-2017 the P.A. chairman is Mr. Lilan who took over in 2017 to date.
It is worthwhile noting that the school enrolment has gradually increased over time; in the late 30s the school had 35 students, in the 40s, 150 and this rose to 500 in the 50s. This upward trend continued in the 60s with a total students’ body of 650. In the 70s the total population had risen to 700.The 80s and 90s had an enrollment of between 800 to 850. Currently the school population stands at 1285 students.
KENYA HIGH SCHOOL MISSION:To provide holistic and quality education for service to God and Humanity.
KENYA HIGH SCHOOL VISION: A Center for educational excellence and training.
First open air Theatre in kenya; oenone theatre – The kenya high school
First African girl to be admitted to the Kenya High School; Anne Mithamo (1961)
First African teacher at the Kenya High School; Miss Pamela Ogot (1st May 1965)
First African Principal; Mrs. Rose Kariuki (1/1/1977 -21/7/1977)
First Parents Teachers’ Association; PTA – The Kenya High School – Registered in 1979
First Lady Chairperson of the BOG; DR. Eddah Gachukia (1984 – 1988)
KCSE RSULTS ANALYSIS
The school has maintained a steady performance at the Kenya Certificate of Secondary Education, KCSE, exams. In 2018 Kenya High registered 205 candidates who scored a mean grade of an (A-) with a performance index of 76.03. During the 2019 KCSE exams the school had a candidature of 315 students.
The Teachers Service Commission, TSC, has insisted that teachers must report to schools on a daily basis with effect from Monday September 28, 2020. The teachers have been wondering whether to continue reporting to schools even after President Uhuru Kenyatta postponed reopening of primary and secondary schools on Monday.
The latest TSC clarification will now put to rest lingering questions in teachers’ minds. According to TSC the tutors must report to schools to accomplish tasks stipulated by the Ministry of Education.
“Teachers will not be allowed to ask for a day off, they must all report today (Monday September 28, 2020) and on subsequent days for the tasks directed by the Ministry of Education to run smoothly,” said TSC boss Dr. Nancy Macharia.
A number of tasks have been outlined by TSC, that teachers will have to accomplish. These include:
1. All teachers report to their work stations and clock in system be operationalized. Sign in and out.
2. Staff meeting be held to discuss the following for implementation:-
(a). Strategies on resumption of teaching & LEARNING
(b). Cleaning/ creating a conducive learning/teaching environment
(c). Preparation of Timetables
(d). Preparation of Schemes of work
(e).. Working on TPAD
(f). Updating the TMIS
(g). Putting in place the psycho-social support systems( strengthen the Guidance& Counseling Committee)
3. Put strategies on the observance of the MOH protocols:-
(a.) Availability of water/hand washing points
(b.) Social distancing
(c). Isolation room
(d.) Disaster management strategies
4. All Schools MUST establish a COVID-19 19-Disaster Management Committee.
Education Cabinet Secretary Prof. George Magoha has issued a strong warning to parents and the public over discussions on school reopening and fees; saying the safety of learners is of paramount importance. The CS said schools will remain closed till June 4 and that the Government will review the situation before advising the public of the next step regarding the start of second term.
“The children should enjoy their holidays and the schools shall remain closed effective 4th of this month to 4th of next month (June, 2020),” he said.
But, the CS was quick to point out that they will not rush into reopening of the schools saying such a decision will involve a number of stake holders.
“So, if and when we are going to make the pronouncements to either shift the calendar or open schools, we shall wait for the appropriate time, which has not arrived. That opportunity will come as we together look at what government is doing” he explained.
National Examinations and the school calendar
On the 2020 KCSE and KCPE examinations, Prof. Magoha was categorical that the government has not decided to post-pone the tests yet.
“Even up to this point, the government has not decided to postpone the national examinations,” Magoha said.
Embakasi East MP, Babu Owino: “As the secretary general of kenya young parlimentarians, the cabinet secretary education Professor George Albert Magoha Omori must submit in my office those exam papers (KCPE and KCSE) in advance so that i can verify if they have tested what has not been taught.”
He wondered why parents were haggling about school fees at a point when the Country is grappling with the covid-19 pandemic.
“It is also very disturbing to hear the parents and the public only discussing about school opening and haggling about fees. It is important to remember that this is a medical crisis, not an economic crisis. The economic aspect is on the side and we must control the medical crisis first,” a physically agitated Magoha said.
Magoha warned Kenyans to be wary of the corona virus saying it is too early to celebrate on the successes of keeping the virus at bay. The CS took an opportunity to school Kenyans hon how masks should be worn.
He further said that the government will treat every child as equal and that ‘every child will be given content that he (/she) did not have’. His pronunciation on schools’ reopening date has effectively put a stop to academies that have been issuing second term school fee notes to parents and guardians.
The CS was speaking during the daily briefing session by the government on the status of the covid-19 pandemic in the country.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
The TVET Curriculum Development Assessment and Certification Council is a state Corporation establishment under the Technical and Vocational Education and Training (TVET) Act No. 29 of 2013, Article 44 (1). The mandate of the Council is to undertake design and development of Curricula for the training institutions’ examinations, assessment and competence certification. More details of our mandate, activities and contacts can be found in the website http://www.tvetcdacc.go.ke
The TVET CDAC Council invites applications from suitably qualified Diploma or Degree Graduates from recognized institutions. Candidates with Diploma/Advanced Diploma in Education/Technical Education or Post Graduate Diploma in Education or Bachelor of Education will have an added advantage.
ONLINE APPLICATIONS ARE INVITED FROM CANDIDATES WITH ANY OF THE FOLLOWING QUALIFICATIONS:
Have completed their training and graduated within the last two (2) years;
Not have undertaken any other Internship Programme or exposed to work experience
related to their area of study since graduation;
Be computer literate; and
Have strong communication (written and oral) skills.
THE INTERNSHIP PERIOD WILL BE FOR TWELVE (12) MONTHS
Interested candidates who meet the above requirements should download and complete the Internship Application form from Council’s Website www.tvetcdacc.go.ke and attach a copy of their Curriculum Vitae (CV) ONLY.
HOW TO APPLY & APPLICATION DEADLINE
You are expected to strictly submit your applications to email: recruit.cdacc@gmail.com
Applications will be closed by 5.00pm on Thursday 27th May, 2020 Marginalized and persons living with disability are encouraged to apply.
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The Teachers Service Commission (TSC) has released a list of teachers deregistered in 2021. The teachers have been removed from the TSC register for breaching the Code of Conduct and Ethics for Teachers.
The sacked teachers (see full list below) will not be allowed to teach in any institution, this is according to the Commission.
“Pursuant to section 30 of the TSC Act (2012), the Commission wishes to publish the names of teachers who have been removed from the Register of Teachers. Further, under the law, these teachers cannot engage in teaching in any learning institution.” Says the Commission.
