Education Ministry under scrutiny as politicians provide employment letters to new QUASOs
Concerns have arisen regarding the recruitment process of Quality Assurance and Standards Officers (QUASOs) by the Public Service Commission (PSC), which the Ministry of Education (MoE) subsequently assigned to field offices.
Educators are worried that the MoE irregularly appointed over 110 QUASOs from the middle of the previous year to the start of this year without publicly advertising or interviewing candidates.
It is notable that those who received the positions mainly came from the teaching profession, and prominent politicians and influential government officials issued the appointment letters.
A senior official within the Government at the MoE, who requested anonymity due to fear of retaliation, verified the hiring and placement of the QUASOs to remedy the officer shortage in the field.
“It is accurate that the Ministry employed the officers to fill the gap of QUASOs in the field. We have shortages of officers at our sub-counties, and these roles need to be occupied. However, we found the number of individuals recruited to be excessively high,” stated the officer.
The senior official, knowledgeable about the developments at the MoE headquarters, acknowledged that the Government did not post any job advertisements or conduct interviews prior to deploying the mentioned personnel.
“The Education CS is responsible for declaring the openings and informing the Public Service Commission (PSC) to publicly announce the roles, shortlist candidates, conduct interviews, and appoint the officers by providing them with letters. The Government’s recruitment agency opted for a different approach,” remarked the MoE insider.
Individuals familiar with these occurrences have urged the Ethics and Anti-Corruption Authority (EACC) to swiftly intervene and investigate the selection process of how teachers were appointed as QUASOs without adhering to the standard procedures.
Their concerns arise from assertions that from July 2024 to February of this year, the MoE, facilitated by politicians and specific senior government officials, discreetly distributed appointment letters to teachers who were either their relatives or political allies to join the MoE as QUASOs.
To substantiate these claims, Education News embarked on a fact-finding mission across several counties to ascertain if officers had been recently recruited as QUASOs.
The results indicated that certain teachers had entered the QUASO department through the influence of top politicians and powerful entities within the Government.
The purported irregularities appear to have generated considerable unease among the current officers in the QUASO division of the MoE upon realizing that some newcomers were supposedly appointed to positions of higher authority than theirs.
“It demotivates us to witness teachers from the classroom being promoted by politicians to oversee us in the field. Additionally, it further diminishes our morale, knowing that no recent job advertisements or interviews were conducted for these appointments,” expressed a senior QUASO from the Eastern region.
It is also posited that certain unnamed Members of Parliament on the Education Committee were exploiting the existing (QUASOs vacancies at the MoE to favor their relatives and associates.
“This tendency of politicians to circumvent the law to benefit their supporters is complete impunity and needs to be halted. Seasoned officers feel demoralised by such conduct. How can one impose inexperienced teachers and other newcomers on seasoned officers, and how can one even have the audacity to hire them in higher job classifications? queried the enraged QUASO.
Recently, the reputation of the Teachers Service Commission (TSC) was placed under intense examination after some Members of Parliament were captured distributing employment forms in their constituencies. This is occurring at the time when the Commission has subjected other Kenyans to a competitive process in the recruitment of teachers. The public has raised concerns regarding how those with connections are receiving free employment forms while others face challenging assessments.
It is important to highlight that the Ministry of Education has not advertised officer vacancies for the last four years but has proceeded to make replacements. Previously, the government declared a halt on hiring within the civil service. ”
Kimuchu Mixed Secondary School is a public Mixed Sub-County Day School that is located at Thika West Subcounty in Kiambu County of Central Region, Kenya. The School’s Official Phone Number Contact is: 0722339845.
Key Details about the school.
Country where found: Kenya.
Region: Central.
County: Kiambu.
Subcounty: Thika East.
School Type/ Ownership: A Public School.
Nature os School/ CBE Level: Senior School (SS).
Category: Regular School
School’s Official Name: Kimuchu Mixed Secondary School
Sex: Mixed School.
School Cluster/ Level: Sub-County School whose Classification is C4.
Accomodation Type: Day School.
Knec Code: 11207115
School’s Official Phone Number: 0722339845 ;
Email Address. Jbosco5317@gmail.com
Subject Combinations Offered at Kimuchu Mixed Secondary School
View all available subject combinations at this school
SOCIAL SCIENCES
13
LANGUAGES & LITERATURECode: SS1040
Computer Studies,Fasihi ya Kiswahili,Indigenous Language
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1002
Fasihi ya Kiswahili,Indigenous Language,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2018
Fasihi ya Kiswahili,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2035
Christian Religious Education,Fasihi ya Kiswahili,Geography
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2047
Christian Religious Education,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2009
Business Studies,Christian Religious Education,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2082
Christian Religious Education,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1081
Fasihi ya Kiswahili,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2073
Business Studies,Fasihi ya Kiswahili,Geography
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2096
Business Studies,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
ARTS & SPORTS SCIENCE
6
ARTSCode: AS1021
Computer Studies,Fine Arts,Music & Dance
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1027
Fine Arts,General Science,Music & Dance
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2014
Advanced Mathematics,Biology,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2007
Biology,Fasihi ya Kiswahili,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2012
Biology,Literature in English,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2004
Biology,Christian Religious Education,Sports & Recreation
For more information about admission requirements, facilities, and application procedures, contact the school directly.
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.
Mukurweini Technical Training Institute is a government institution under the Ministry of Education offering quality Technical and Vocational Education and Training (TVET). The Institute is Located 500 meters past Gikondi shopping center 5 kilometers from Kiahungu Township, Near Gikondi Catholic Church,Gikondi area, Mukurweini sub-county, Nyeri County, Kenya.
The institution is registered with the Technical and Vocational Education and Training (TVET) Authority and is listed on the KUCCPS website.
Mukurweini Technical Training Institute Contacts
To contact Mukurweini Technical Training Institute (TTI), you can call them at 0710 440944 or email them at mukurweinitti@gmail.com. You can also find more information on their website, www.mukurweinitechnical.ac.ke, and their Facebook page, Mukurweini Technical Training Institute.
You can easily contact the Institute by using the official contacts below:
Location: Located 500 meters past Gikondi shopping center 5 kilometers from Kiahungu Township, Near Gikondi Catholic Church,Gikondi area, Mukurweini sub-county, Nyeri County, Kenya.
Opening Hours: Support available to help you 24 hours a day, seven days a week. Monday-Friday:8am to 5pm Saturday: Closed Sunday: Closed
Phone: 0710 440944
Email: mukurweinitti@gmail.com
Mukurweini Technical and Vocational College student portal/ Website
Mukurweini Technical Training Institute Courses Duration.
The TTI Diploma, Certificate and Artisan Courses have different durations, But generally as shown below:
Diploma Programs:
The duration for diploma programs can vary. Some may be completed in two to three years, while others may take longer depending on the specific course and institution.
Certificate Programs:
Unlike Diploma Courses, Certificate programs typically have a shorter duration, often ranging from one to two years.
Artisan Programs:
Artisan programs also have varying durations, but are generally shorter than certificate programs, with some being completed in less than a year.
Mukurweini TVC fee structure
The TTI Fees is subsidised by the Government. Students admitted through Kuccps also get fees bursary and loans from the Higher Education Loans Board (Helb) through the Higher Education Funding Model. Below is the general fees requirements for TTI courses:
Diploma Courses Fees: Ksh.67,189 per year to Ksh.72,076 per year.
Certificate Courses Fees: between Ksh 56,000 to Ksh 67,189 per year
Artisan Courses Fees: between Ksh 56,000 to Ksh 67,189 per year
Successful applicants for full time courses pay a reduced tuition fee of Kshs. 67,189/- annually.
Mukurweini Technical Training Institute online application
Applications and placement to the TVC are done through the Kenya Universities and Colleges Central Placement Service (KUCCPS) Portal. To apply for placement through KUCCPS, you need to access the student’s portal on the KUCCPS website and log in using your KCSE index number, year of examination, and password. Once logged in, you can explore available programs and institutions, and then submit your preferred choices. Start your application by clicking on this Kuccps Student Portal Link.
You can also apply directly to the institution for admission.
The Minimum requirements are: C- for diplomas, D+ for craft certificates and E for artisan courses. But, different Courses may have more specific requirements.
Mukurweini Technical and Vocational College Admission Letter.
You can get the admission letter to the TTI by visiting the Kuccps Student Portal, Instituion’s Website and by paying a physical visit to the Tertiary institution. But, the best, quickest and most convenient application method is via the Kuccps portal.
All Technical Training Institute Diploma, Certificate and Artisan Courses Fees
Download the free pdf documents below that have complete details of all TTI Courses and their Fees per year:
By the end of the lesson, the learner should be able to:
Draw and label the structure of the mammalian skin.
To describe functions of parts of the mammalian skin.
Exposition and discussion.
Permanent slides of mammalian skin.
K.L.B. BK 2
PP. 86-87
2
EXCRETION AND HOMEOSTASIS
The mammalian skin.
By the end of the lesson, the learner should be able to:
Draw and label the structure of the mammalian skin.
To describe functions of parts of the mammalian skin.
Exposition and discussion.
Permanent slides of mammalian skin.
K.L.B. BK 2
PP. 86-87
3
EXCRETION AND HOMEOSTASIS
The lungs.
By the end of the lesson, the learner should be able to:
To explain the role of lungs as excretory organs.
Exposition and discussion.
Chart/ model- Mammalian lungs.
K.L.B. BK 2
P. 87
4
EXCRETION AND HOMEOSTASIS
The lungs.
By the end of the lesson, the learner should be able to:
To explain the role of lungs as excretory organs.
Exposition and discussion.
Chart/ model- Mammalian lungs.
K.L.B. BK 2
P. 87
3
1
EXCRETION AND HOMEOSTASIS
The kidneys structure.
By the end of the lesson, the learner should be able to:
To describe the external structure of kidney.
To describe the internal structure of the kidney.
Observe external features of a kidney.
Observe internal drawing and labeling of the kidney.
Wall-Charts?internal organs of a kidney.
K.L.B. BK 2
PP. 89-90
2
EXCRETION AND HOMEOSTASIS
The kidneys structure.
By the end of the lesson, the learner should be able to:
To describe the external structure of kidney.
To describe the internal structure of the kidney.
Observe external features of a kidney.
Observe internal drawing and labeling of the kidney.
Wall-Charts?internalorgans of a kidney.
K.L.B. BK 2
PP. 89-90
3
EXCRETION AND HOMEOSTASIS
The nephron.
By the end of the lesson, the learner should be able to:
Describe features of the nephron.
Discuss features of the nephron.
Draw structure of the nephron.
Label the diagram.
Chart?Kidney nephron.
4
EXCRETION AND HOMEOSTASIS
The nephron.
By the end of the lesson, the learner should be able to:
Describe features of the nephron.
Discuss features of the nephron.
Draw structure of the nephron.
Label the diagram.
Chart?Kidney nephron.
4
1
EXCRETION AND HOMEOSTASIS
Urine formation.
By the end of the lesson, the learner should be able to:
To explain formation of urine.
Detailed discussion.
chart
K.L.B. BK 2 PP 90
2
EXCRETION AND HOMEOSTASIS
Urine formation.
By the end of the lesson, the learner should be able to:
To explain formation of urine.
Detailed discussion.
chart
K.L.B. BK 2 PP 90
3
EXCRETION AND HOMEOSTASIS
Urine formation.
By the end of the lesson, the learner should be able to:
To explain formation of urine.
Detailed discussion.
chart
K.L.B. BK 2 PP 90
4
EXCRETION AND HOMEOSTASIS
The loop of Henle.
By the end of the lesson, the learner should be able to:
To explain the function of the loop of Henle; and how it?s adapted to its function.
To discuss the role of ADH in determination of concentration of urine.
Discussion and explanations.
Probing questions.
Chart-
The nephron.
K.L.B. BK 2 PP 91-92
5
1
EXCRETION AND HOMEOSTASIS
Kidney diseases and disorders.
By the end of the lesson, the learner should be able to:
To name kidney diseases and disorders and state methods of prevention and / treatment.
Discussion and Explanations.
text book
K.L.B. BK 2 PP 92
2
EXCRETION AND HOMEOSTASIS
The Liver.
By the end of the lesson, the learner should be able to:
To draw and label a diagram of the liver.
Drawing and labeling diagram of the liver.
Chart-Structure of the liver
K.L.B. BK 2 PP 93-94
3
EXCRETION AND HOMEOSTASIS
Deamination.
By the end of the lesson, the learner should be able to:
To explain the function of the liver in deamination.
Probing questions.
Discussion
text book
K.L.B. BK 2 PP 95
4
EXCRETION AND HOMEOSTASIS
Other functions of the liver.
By the end of the lesson, the learner should be able to:
To state and explain other functions of the liver.
Probing questions.
Discussion
text book
K.L.B. BK 2 PP 95-96
6
1
EXCRETION AND HOMEOSTASIS
Liver disorders.
By the end of the lesson, the learner should be able to:
To name and discuss kidney disorders.
To identify methods of preventing and treating these disorders.
Exposition and discussion.
text book
K.L.B. BK 2 PP 96-97
2
EXCRETION AND HOMEOSTASIS
Homeostasis.
By the end of the lesson, the learner should be able to:
To define the concepts of internal environment and homeostasis.
Exposition and discussion.
text book
K.L.B. BK 2 PP 97-98
3
EXCRETION AND HOMEOSTASIS
The feedback mechanism.
By the end of the lesson, the learner should be able to:
To differentiate between positive and negative feedback and state their roles in maintaining the desirable point.
Schematic representation of feedbacks.
Exposition and discussion.
Chart-
Schematic diagram of feedback mechanism
K.L.B. BK 2 PP 97-98
4
EXCRETION AND HOMEOSTASIS
The hypothalamus.
By the end of the lesson, the learner should be able to:
To explain the role of hypothalamus in thermoregulation.
Exposition and detailed discussion.
text book
K.L.B. BK 2 PP 98
7
1
EXCRETION AND HOMEOSTASIS
The skin and thermoregulation.
By the end of the lesson, the learner should be able to:
To explain the function of the skin in thermoregulation.
Exposition and discussion.
text book
K.L.B. BK 2 PP 98
2
EXCRETION AND HOMEOSTASIS
The skin and thermoregulation.
By the end of the lesson, the learner should be able to:
To explain the function of the skin in thermoregulation.
Exposition and discussion.
text book
K.L.B. BK 2 PP 98
3
EXCRETION AND HOMEOSTASIS
Blood vessels and their functions in thermo-regulation.
By the end of the lesson, the learner should be able to:
To explain the adaptation of blood vessels and their function in thermo-regulation.
Exposition and discussion.
Drawing schematic diagrams.
text book
K.L.B. BK 2 PP 98-99
4
EXCRETION AND HOMEOSTASIS
Blood vessels and their functions in thermo-regulation.
By the end of the lesson, the learner should be able to:
To explain the adaptation of blood vessels and their function in thermo-regulation.
Exposition and discussion.
Drawing schematic diagrams.
text book
K.L.B. BK 2 PP 98-99
8
1
EXCRETION AND HOMEOSTASIS
Homeostatic behavioral activities.
By the end of the lesson, the learner should be able to:
To state and explain various homeostatic behavioral activities.
Discussion on control of body temperature.
Probing questions.
text book,video
K.L.B. BK 2 PP 99
2
EXCRETION AND HOMEOSTASIS
Osmoregulation.
By the end of the lesson, the learner should be able to:
To describe water and salts balance in the body.
Detailed discussion.
text book
K.L.B. BK 2 PP 100-101
3
EXCRETION AND HOMEOSTASIS
Blood sugar.
By the end of the lesson, the learner should be able to:
To discuss effects of insufficient/ excess sugar in the blood.
To explain regulation of blood sugar.
Detailed discussion.
Detailed discussion.
text book
K.L.B. BK 2 PP 101-102
4
EXCRETION AND HOMEOSTASIS
Diabetes.
By the end of the lesson, the learner should be able to:
To distinguish diabetes mellitus from diabetes inspidus.
To identify simple symptoms of diabetes mellitus and diabetes inspidus.
Makuyu Boys High School is a public Boys’ Extra-County Level Boarding Senior School that is physically located at Murang’a South Subcounty in Murang’a 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 theSchool’s Official Phone Number Contact. Reach the Principal directly on: (+254)0721286704
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.
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.
The Knec Schools Portal provides details on all schools in Kenya. The portal provides all particular school’s information on: KNEC Exam Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code, photographs, directions and many more. To get complete information about a particular school, use these simple and quick steps:
Step 2: In the Search Box, type the Name of the school; whose information you neeed (See screenshot below). Click on the search icon or enter and visit the link with the information that you need. It is as simple as that.
Knec Schools Portal Archives – Searching for information on a particular school now made easy.
WHEN USING A MOBILE PHONE
If you are using a mobile phone, follow these easy steps:
Spe 2: Click on the 3 horizontal lines at the top left corner (Check image above) to get a list of all Menu items (See screenshot below).
The Knec Schools’ Portal Search Box for all schools’ details.
Step 3: Scroll to the bottom of the menu list to get the ‘Search Box’ and type in the name of the school to get all details as shown in the image below:
The Knec Schools’ Portal details per school.
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Ranking of Best, Top Schools in KCSE Per County; Full list of all schools
Uasin Gishu County Ranking of Best, Top Schools in KCSE; Full list of all schools
St Luke Karundas Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day Senior School that is physically located at Kieni East 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 theSchool’s Official Phone Number Contact. Reach the Principal directly on:0722 868630 or 0720266745. The school initially begun with 13 students in the year 2003 but now boasts of a student population of over 400 students
St Luke Karundas Secondary School Profile & Information
Complete overview of academic programs and school details
KARUNDAS SEC
LocationNYERI
SexMIXED
CategoryREGULAR
ClusterC4
3
STEM
4
Social Sciences
2
Arts & Sports
Subject Combinations Offered at St Luke Karundas Secondary School
View all available subject combinations at this school
ARTS & SPORTS SCIENCE
2
SPORTSCode: AS2009
Biology,Geography,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2019
Christian Religious Education,General Science,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
STEM
3
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2040
Advanced Mathematics,Biology,Geography
3 SubjectsSTEM
SOCIAL SCIENCES
4
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1067
History & Citizenship,Indigenous Language,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2067
Business Studies,General Science,Geography
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.
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
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
Kiirua Technical Training Institute (TTI) is located in Naari location, Buuri district, Meru County, Kenya. It’s approximately 13km from Meru town and 2km from Kiirua Market, off the Meru-Nanyuki highway. The institute was established in 1990.
The institution is registered with the Technical and Vocational Education and Training (TVET) Authority and is listed on the KUCCPS website.
Kiirua Technical Training Institute Contacts
You can easily contact the Institute by using the official contacts below:
The Kiirua Technical Training Institute (Kiirua TTI) can be reached at 0718 621864. Their website is www.kiiruatti.ac.ke. The postal address is P.O. Box 1931-60200, Meru.
KIIRUA TECHNICAL TRAINING INSTITUTE. P.O BOX 1931-60200 MERU-KENYA.
Cell: 0718621864.
E-Mail: kiiruatti@yahoo.com.
Website: www.kiiruatti.ac.ke.
Kiirua Technical and Vocational College student portal/ Website
You can access the instution’s Student Portal/ Website by using this link: www.kiiruatti.ac.ke.
Kiirua TTI Courses offered
The TTI offers the following Courses that are approved by the Kenya Universities and Colleges Central Placement Service (KUCCPS):
Kiirua Technical Training Institute Courses Duration.
The TTI Diploma, Certificate and Artisan Courses have different durations, But generally as shown below:
Diploma Programs:
The duration for diploma programs can vary. Some may be completed in two to three years, while others may take longer depending on the specific course and institution.
Certificate Programs:
Unlike Diploma Courses, Certificate programs typically have a shorter duration, often ranging from one to two years.
Artisan Programs:
Artisan programs also have varying durations, but are generally shorter than certificate programs, with some being completed in less than a year.
Kiirua TVC fee structure
The TTI Fees is subsidised by the Government. Students admitted through Kuccps also get fees bursary and loans from the Higher Education Loans Board (Helb) through the Higher Education Funding Model. Below is the general fees requirements for TTI courses:
Diploma Courses Fees: Ksh.67,189 per year to Ksh.72,076 per year.
Certificate Courses Fees: between Ksh 56,000 to Ksh 67,189 per year
Artisan Courses Fees: between Ksh 56,000 to Ksh 67,189 per year
Kiirua Technical Training Institute online application
Applications and placement to the TVC are done through the Kenya Universities and Colleges Central Placement Service (KUCCPS) Portal. To apply for placement through KUCCPS, you need to access the student’s portal on the KUCCPS website and log in using your KCSE index number, year of examination, and password. Once logged in, you can explore available programs and institutions, and then submit your preferred choices. Start your application by clicking on this Kuccps Student Portal Link.
You can also apply directly to the institution for admission.
The Minimum requirements are: C- for diplomas, D+ for craft certificates and E for artisan courses. But, different Courses may have more specific requirements.
Kiirua Technical and Vocational College Admission Letter.
You can get the admission letter to the TTI by visiting the Kuccps Student Portal, Instituion’s Website and by paying a physical visit to the Tertiary institution. But, the best, quickest and most convenient application method is via the Kuccps portal.
All Technical Training Institute Diploma, Certificate and Artisan Courses Fees
Download the free pdf documents below that have complete details of all TTI Courses and their Fees per year:
Devki Ruiru Township Secondary School is a public Mixed Sub-County Level Day School that is located at Ruiru Subcounty in Kiambu County of Central Region, Kenya. The School’s Official Phone Number Contact is: +254 740 618812.
Key Details about the school.
Country where found: Kenya.
Region: Central.
County: Kiambu.
Subcounty: Ruiru.
School Type/ Ownership: A Public School.
Nature os School/ CBE Level: Senior School (SS).
Category: Regular School
School’s Official Name: Devki Ruiru Township Secondary School
Sex: Mixed School.
School Cluster/ Level: Sub-County School whose Classification is C4.
Accomodation Type: Day School.
Knec Code: 11235123
School’s Official Phone Number: +254 740 618812.
Subject Combinations Offered at Devki Ruiru Township Secondary School
View all available subject combinations at this school
Business Studies,Christian Religious Education,French
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
LANGUAGES & LITERATURECode: SS1041
Fasihi ya Kiswahili,History & Citizenship,Kenya Sign Language
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2082
Christian Religious Education,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1028
Computer Studies,Fasihi ya Kiswahili,Kenya Sign Language
3 SubjectsSOCIAL SCIENCES
📍 School Information
For more information about admission requirements, facilities, and application procedures, contact the school directly.
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.
St. Phillip’s Gikindu Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day and Boarding School that is located at Mathioya Subcounty in Murang’a County of the Central Region, Kenya. The School’s Official Phone Number Contact is: (+254)0724551615
Key Details about the school.
Country where found: Kenya.
Region: Central.
County: Murang’a.
Subcounty: Mathioya.
School Type/ Ownership: A Public School.
Nature os School/ CBE Level: Senior School (SS).
Category: Regular School
School’s Official Name: St. Phillip’s Gikindu Secondary School
Sex: Mixed, (Boys’ and Girls’) School.
School Cluster/ Level: Sub-County School whose Classification is C4.
Accomodation Type: Day School.
Knec Code: 10228208
School’s Official Phone Number: (+254)0724551615
Total Number of Subjects Combinations Offered at the School: 3
Subject Combinations Offered at St. Phillip’s Gikindu Secondary School
View all available subject combinations at this school
SOCIAL SCIENCES
1
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
STEM
2
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1045
Biology,Business Studies,Chemistry
3 SubjectsSTEM
📍 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.
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.
“Be Fair and Human” KNUT Boss Criticizes Unjust Teacher Promotions
Kenya National Union of Teachers (KNUT) Secretary General Collins Oyuu has expressed significant concerns regarding what he describes as biased teacher promotions by the Teachers Service Commission (TSC).
According to Oyuu, certain long-serving teachers are being unjustly overlooked in favor of newly qualified graduates.
Oyuu, addressing a union event, questioned the reasoning behind promoting a teacher who graduated in 2023 instead of another who has been in the profession since 2010. He contended that this choice contradicts both logic and fairness, particularly in a field that necessitates experience and commitment.
“You must be fair and human. The notion of selecting a teacher who graduated in 2023 while excluding the one who completed teacher training in 2010 raises more questions than it resolves,” he stated.
The KNUT leader urged the TSC to reassess its promotion criteria. He stressed that experience, dedication, and service to students should be significant factors when making promotion decisions. He believes that the current trend threatens to demoralize thousands of teachers who have been patient and loyal to the system.
Oyuu additionally cautioned that such unbalanced processes might incite unrest within the teaching community. He pointed out that many educators feel neglected, despite having dedicated years of service in rural and underserved regions.
He urged the TSC to collaborate with stakeholders to create a more transparent and just system. He also reminded the government that teachers are fundamental to the education sector and deserve to be treated with dignity and fairness.
The union has vowed to pursue the matter and advocate for justice for affected members. Oyuu stated that KNUT will not passively witness as experienced teachers are dismissed and substituted with inexperienced graduates without proper rationale.
This situation arises while numerous educators nationwide have expressed dissatisfaction with promotional practices, accusing the TSC of favoritism and inconsistency.
KNUT is now calling for a policy review that emphasizes fairness, transparency, and respect for long-serving teachers.
TSC response to MPs on Teachers’ Promotions Dated 20th May, 2025
TSC KENYA RESPONSE to Education committee
We wish to acknowledge that the prolonged stagnation of teachers in various job groups is the result of several compounding factors accumulated over time. The Commission has taken a critical review of these issues and outlines the following:
1. Lack of Regular Promotions
Over the past ten years, the Commission has only conducted promotion interviews on three occasions. This irregularity has led to a significant backlog of eligible teachers awaiting promotion, contributing to widespread stagnation across all cadres.
Recommendation:
We propose that Parliament allocates a dedicated annual budget for teacher promotions. Regular and predictable promotion cycles will prevent future backlogs and sustain motivation among educators.
2. Career Progression Guidelines (CPG)
We extend our apologies to teachers and the nation for the negative outcomes resulting from the implementation of the Career Progression Guidelines. While introduced with reformative intentions, the CPG framework has inadvertently led to the stagnation of thousands of teachers.
In response, we have committed to reviewing the guidelines. Specifically, we are eliminating Job Groups C5 and D2 and merging them with adjacent grades. This restructuring will streamline the promotion process and ensure a more equitable career progression system.
3. Promotion Irregularities and Corruption
A recent audit of the promotion list revealed unexplainable anomalies, including cases where teachers with minimal years of service were elevated to higher job groups. These promotions did not align with the established criteria.
As a corrective measure, we have removed such individuals from the list and re-advertised the affected positions to uphold fairness and meritocracy.
We reiterate: corruption has no place in the teaching service. We remain committed to transparency, equity, and integrity in all our processes.
4. New Job Groups: T1, T2, and T3
We have introduced new job groups — T1, T2, and T3 — to create a clear path for teachers who do not hold administrative positions but qualify for promotions beyond Job Group C4.
This initiative allows classroom teachers to rise through the professional ranks without being limited to scarce administrative roles. We no longer wish to peg higher job groups exclusively to administrative duties. This change opens up opportunities in the upper cadres for all deserving teachers based on merit and experience.
DETAILED RESPONSE FROM TSC
ADDITIONAL INFORMATION SUBMITTED TO THE DEPARTMENTAL COMMITTEE ON EDUCATION REGARDING TEACHERS’ PROMOTIONS
20TH MAY, 2025
BACKGROUND
The Teachers Service Commission is established under Article 237 (1) of the Constitution with the overall mandate of teacher management and regulation of the teaching service as provided under Article 237(2) and (3) of the Constitution.
As a public organ, the Commission is bound by the National Values and Principlesof Governance set out under Article 10 of the Constitution as well as the Values and Principles of Public Service set out under Article 232 of the Constitution.
To operationalize the mandate of the Commission, the Parliament enacted the Teachers Service Commission Act and the Code of Regulations for Teachers (CORT). The two legislations provide for powers and procedures within the functions of the Commission. Notably, section 11 of the Act requires the Commission to among others, formulate policies to achieve its mandate.
RESPONSES TO THE SPECIFIC QUESTIONS
Provide the interview template used for the ongoing promotion cycle
The interview tools used during the promotions for Adverts 1 to 32are attached herein asAppendix 1.
Submit a comprehensive three-year promotional data set including the list of all the teachers interviewed their scores and interview outcomes
The Commission is still processing this data and will be shared once finalized.
Provide a list of teachers promoted in the current cycle who were also promoted in the last three years, including age, gender and ethnicity
Before the advert was published, the Commission conducted an analysis of its data base to determine the adequacy of potential applicants who had completed the requisite three (3) years in one grade.
The analysis indicated that there were certain promotional grades that lacked enough applicants in certain counties who had the required experience of three years as stipulated in the Career Progression Guidelines.
The findings revealed that the shortage of potential applicants affected both ASAL and Non ASAL counties.In-order to ensure that promotions were distributed across the country and that no County was disadvantaged, the Commission adopted a flexible approach:
The requirement of three years in a grade was reduced up to a minimum of six months of service for teachers in counties that lacked adequate numbers of eligible candidates
This flexibility was applied across specific adverts and specific counties both in ASAL and Non ASAL areas.
The reduction of the mandatory three years requirement was to ensure fair opportunities for all teachers in the country while considering historical staffing challenges including consideration for teachers in acting positions and marginalized groups to ensure succession management.
For example, in gradeD3(Principal), the analysis showed that there were no adequate teachers in grade D2 who had served for the requisite three years. In this regard, a waiver was granted from three years to six months in all the forty-seven counties to attract applicants. In addition, for Deputy Principal III (D1) position, the Commission waived the three-year requirement for eighteen counties (18) including Migori, Narok, Busia, Bomet,Homabay, Kwale, Mandera among others.
The Commission’s decision was also informed by the need to minimize delocalization of teachers, enabling them to serve within their localities where possible and to progressively promote administrators in acting capacities to substantive grades.
As a result of the waiver a total of 5,291 teachers who had not served for at least three years in their grades were promoted.
Provide raw data on interview results for each teacher as recorded at the Sub County level
The collection of raw data from all the sub-counties is ongoing and will be availed to the Committee.
Provide the length of service in Current positions for both promoted and not promoted teachers since their last promotions
Attached as Appendix 2 is the list of teachers, indicating the length of stay in their current grade for both promoted and non-promoted teachers.
Give an Analysis of Promotions disaggregated by Sub County, Ethnicity, Gender, Age and Disability status
Attached is the disaggregated analysis of promotions conducted during the current cycle by Sub-County(Appendix 3A), Ethnicity(Appendix 3B), Gender(Appendix 3C), Age(Appendix 3D), and Disability Status(Appendix 3E).
Give a detailed explanation of how affirmative action was applied in the current promotion cycle including clear definitions and clarifications on any changes from the definition of affirmative action applied between 2017 and 2021.
Affirmative action measures applied during the 2024/2025promotionsincluded: –
Gender Parity:The Commission made deliberate efforts to ensure gender inclusivity in teacher promotions in line with the constitutional requirements in the public service. As a result, the promotions achieved a gender distribution of 04% female and 52.96% male, exceeding the one-third gender rule.
Persons with Disabilities (PWD):A total of 1,275 teachers with disabilities (5.049% of promotions) were promoted in 2024/2025 F/Yhencethe Commission ensured compliance with the national disability framework.
Progressive Promotion in ASAL and Hard-to-Staff Areas:
The Policy on Appointment and Deployment of institutional Administrators requires the following, that Principals be in D3, D4 and D5 grades, Deputy Principals be in D1, D2 and D3 grades. Head teachers be in C5 and D1 grades and Deputy Headteachers be in C4 and C5 grades.
The Job Evaluation conducted in 2016 reinforced this grade expectation to reflect the worth and complexity of the duties undertaken by these teachers. An analysis of the current staffing situation in ASAL counties and other listed hard to staff areas reveals that institutional administrators are performing in lower grades that do not match the level of responsibility they carry.
Majority of these teachers serve in grades C2, C3, C4 and C5 rather than the required D grades for Principals and Deputy Principals. Head teachers and Deputy Head teachers are similarly under-graded some serving in C1, C2 or C3 instead of the requisite grades. These teachers have been performing administrative duties for many years without substantiative appointments.
In addition, they do not earn acting allowances or special duty allowance despite carrying out full administrative duties. This mismatch has compromised succession management, school leadership and motivation of teachers in these marginalized regions.
In this regard, the Commission progressively promotes these teachers holding administrative positions until they attain the grades that are commensurate to their administrative positions on affirmative action. The 2021-2025 CBA between the Commission and the teacher unions entrenched this commitment under Clause 9.3
Honorable Members, we wish to clarify that the 2017-2021 CBA did not have a specific term on promotions based on affirmative action. The CBA was founded on a job evaluation conducted by the Salaries and Remuneration Commission. Following the recommendations of the job evaluation report, the salary of all teachers in the public sector across all the grades were reviewed.
On the other hand, the teachers’ unions negotiated for promotions on affirmative action in the 2021–2025 CBA. Specifically, Clause 9.3 provides that the Commission shall progressively promote teachers in ASAL and hard to staff areas holding administrative positions, until they attain the grades that are commensurate to their administrative positions.
Give a formal response to the allegations that some promoted teachers were subsequently assigned to different regions
Following the promotions, the Commission is in the process of assigning and posting teachers. This process will take into consideration the availability of vacancies, especially for teachers in administrative grades. Teachers who are in non-administrative grades will be retained at their current stations.
Accordingly, allegations that promoted teachers were reassigned to different regions are inaccurate, as the process has not yet been finalized.
Give the strategic plan detailing the measures in place to ensure that future promotions are fair, transparent, predictable and automatic where applicable.
In discharging its mandate, the Commission endeavours to apply the values and principles of public service enumerated under Article 232 of the Constitution in its processes.
Specifically, in promotion of teachers, the Commission has put in place the following strategies to ensure the process is transparent, fair, predictable and automatic where applicable: –
Alignment with Legal and Regulatory Frameworks: The promotion process strictly adheres to Regulation 73 of the Code of Regulations for Teachers (CORT), the Career Progression Guidelines (CPG), and the ‘Policy on Selection and Appointment of Institutional Administrators’. The scoring criterion aligns with Regulation 73 of CORT by scoring teachers on performance, seniority and experience, academic qualifications, merit, among others. Further, in-line with clause 9.3 of the 2021-2025 CBA the Commission promotes teachers in ASAL and hard to staff areas on affirmative action. This alignment to legal and regulatory frameworks provides the foundation for fair, transparent and predictable promotion practices.
Development of Promotion Guidelines:Going forward the commission will develop promotion guidelines clearly setting out standardized promotion criteria and procedures to ensure the process is fair, transparent and accountable.
Automation of Teacher Promotion Process through Teachers Online System: This digitized system will provide a platform for online application for advertised promotion vacancies, shortlisting, and notification of interview outcome and generation of promotion letters. Automation of these processes not only eliminates human error but also enables teachers to track the status of their applications in real-time thus fostering transparency and fairness in the promotion process.
Development and use of standardized evaluation criteria: The Commission has developed a standardized scoring criterion used during interviews to assess candidates objectively. This criterion encompassed various factors such as performance appraisal, institutional leadership experience, age, and contribution to academic excellence. This rigorous evaluation process is designed to prioritize meritocracy, ensuring fairness and consistency while minimizing potential favoritismand bias.
Publication of vacancies and results: Vacancy announcements are publicly advertised through the print media and the TSC website, ensuring transparency and enabling wider dissemination of information. The advertisement specifies specific advert requirement, ensuring that teachers fully understand the qualifications and timelines required. Additionally, the Commission publishes the list of all successful applicants on its website to enhance transparency in the promotion process.
Common cadre promotions: The Commission has established a predictable promotion policy that provides for the automatic progression of teachers serving in common cadre grades, without the need for competitive interviews. This policy applies to the following categories:-
a) P1 Certificate Holders: Teachers appointed at entryGrade B5 are eligible for automatic promotion to Grade C1 after serving a minimum of three years, subject to satisfactory performance.
b) Diploma Certificate Holders: Teachers entering serviceatGrade C1 are eligible for automatic promotion to Grade C2 upon completion of three years of service, subject to satisfactory performance.
c). Bachelor’s Degree Holders: Teachers entering serviceat Grade C2 qualify for automatic promotion to Grade C3 after three years of service, subject to satisfactory performance.
CONCLUSION
The Commission remains steadfast in fulfilling its constitutional mandate of managing and regulating the teaching service in Kenya and takes this opportunity to appreciate the unwavering support from the Departmental Committee on Education. Particularly, the Committee has facilitated budgetary allocation that has enabled the Commission to recruit additional teachers and the promotion of those in service. This support has been instrumental in addressing staffing gaps, teacher motivation and retention across the country.
However, a significant number of teachers have continued to stagnate in the same grade for extended periods of time due to budgetary constraints. The Commission therefore humbly requests the continued support of this Committee in securing additional funds to enable promotion of all its teachers from time to time.
The Commission remains committed to working closely with the committee and all the stakeholders to ensure efficient and effective implementation of its mandate.
Kariguini Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day Senior School that is physically located at Kandara Subcounty in Murang’a 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. TheSchool’s Official Phone Number Contact is: 0741570312
Subject Combinations Offered at Kariguini Secondary School
View all available subject combinations at this school
STEM
10
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2091
Advanced Mathematics,Agriculture,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2049
Agriculture,Business Studies,General Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1007
Advanced Mathematics,Biology,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1034
Advanced Mathematics,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1004
Advanced Mathematics,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2081
Agriculture,Biology,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1017
Advanced Mathematics,Chemistry,Home Science
3 SubjectsSTEM
SOCIAL SCIENCES
10
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2115
Business Studies,Christian Religious Education,General Science
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2098
Business Studies,General Science,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2047
Christian Religious Education,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2008
Business Studies,Christian Religious Education,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2009
Business Studies,Christian Religious Education,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2034
Christian Religious Education,Computer Studies,Geography
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1081
Fasihi ya Kiswahili,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2073
Business Studies,Fasihi ya Kiswahili,Geography
3 SubjectsSOCIAL SCIENCES
📍 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.
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.
The Knec Schools Portal provides details on all schools in Kenya. The portal provides all particular school’s information on: KNEC Exam Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code, photographs, directions and many more. To get complete information about a particular school, use these simple and quick steps:
Step 2: In the Search Box, type the Name of the school; whose information you neeed (See screenshot below). Click on the search icon or enter and visit the link with the information that you need. It is as simple as that.
Knec Schools Portal Archives – Searching for information on a particular school now made easy.
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Which county in Kenya has the highest number of schools?
Top 100 best extra County schools in Kenya
best extra county girls’ schools in kenya
Best County schools in Kiambu
best extra county boys’ schools in kenya
Top 100 Best Extra County Schools in Kenya Pdf
Top 100 Best High Schools in Kenya
Top 20 best High schools in Kenya
Top 10 best high schools in Kenya
Top 100 best extra County schools in Kenya
best extra county boys’ schools in kenya
best extra county girls’ schools in kenya
Best extra County Girls schools in Nyeri
Best Girls schools in Kenya
List of Extra County Schools in Embu
Nginda Girls High School mean score
Kyeni Girls High School fees structure
Ranking of Best, Top Schools in KCSE Per County; Full list of all schools
Nyandarua County Ranking of Best, Top Schools in KCSE; Full list of all schools
