List Of Best Performing Secondary Schools in Garissa County

1.Garissa High School

This is a list of the best performing secondary schools in Garissa County. Garissa County is found in the former North Eastern Province. The top student in the county, Ahmed Issack from Garissa High School scored an A- (minus) of 75 points in 2019 KCSE.

Despite being a hardship area, many schools managed to record an impressive performance in the 2019 KCSE.

Here is the list for the best performing secondary schools in Garissa County.

1.Garissa High School

Category: National School

Location: Dujis Township Constituency

2. Umu-Salama Girls High School

Category: Extra-County School

Location: Medina

3. Young Muslim High School

Category: Private School

Location: Iftin

4. Hajji Boys High School 

Category: Extra-County School

Location: Garissa Township

5. Hagadera High school 

Category: Private School

Location: Jarajila near Garissa Town

6. Gedi Mixed Secondary School

Category: Sub-County School

Mean Score: 6.456

Location: Dadaab

7. Iftin Girls High School

Category: Sub-County School

Location: Iftin

8. Dadaab Secondary School

Category: Sub-County School

Location: Dadaab near Dadaab Town

9. Khadija Girls High school 

Category: Private School

Location: Central Garissa

10. Iqra High School 

Category: Private School

Location: Central Garissa near Garissa Town

List and Functions Of TSC Commissioners in Kenya

List and Functions Of TSC Commissioners in Kenya

This is a list of all Teachers Service Commission ( TSC) Commissioners in Kenya and their functions. The Teachers Service Commission (TSC) of Kenya is an Independent Commission which was established back in July 1967 through an Act of Parliament to give teachers uniform terms and conditions of service. It’headquartered in Upperhill, Nairobi with offices in all the 47 Counties. There are 9 TSC commissioners who comprise of a chairperson and a vice chairperson. Dr. Lydia Nzomo is the current chairperson while Cleopas Tirop is the vice chairperson. All TSC commissioners serve for a period of 6 years on a full-time basis undertaking the following roles. They are all appointed by the president.

Functions of TSC Commissioners in Kenya

1. Registration of trained teachers.

2. Recruiting and employing registered teachers.

3. Assigning teachers employed by the Commission to serve in any Kenyan public school or institution.

4. Promotion and transfer of teachers.

5. Exercising disciplinary control over teachers.

6. Terminating the employment of teachers.

7. Reviewing the standards of education and training of persons entering the teaching service.

8. Reviewing the demand for and supply of teachers

9. Advising the national government on matters relating to the teaching profession.

 

How To Apply For A TSC Number in Kenya 2020

How To Apply For A TSC Number in Kenya 2020

This is a quick guide on how to apply and register for a Teachers Service Commission (TSC) number in Kenya as of 2019. This is a unique identification number given to all the qualified teachers in Kenya who have been successfully recruited by the Teachers Service Commission. Having highlighted on this website before on the TSC recruitment requirements for teachers in Kenya, on this post we are going to look at how you can apply and get your TSC number

You should scan and upload the following documents :

1. Original Professional and Academic Certificates
2. National identity card
3. Bank slip

Deposit Ksh 1,055 through Direct Banking or via MPesa. (KSh 1,000 is a non-refundable registration fee of and Ksh 55 for Bank Commission Charge to the TSC). Application for a duplicate certificate will be KSh 2055. All payable to National Bank of Kenya Ltd, Harambee Avenue branch, Account Name: TSC-Secretariat Account Number: 01001005707400. For Mpesa, the Pay Bill Business Number is 625625.

4. One passport size photo
5. KRA pin
6. GP69 form: You can download the GP69 form here. This form must be signed by a government doctor.
7. Certificate of good conduct: Here is a simple guide on how to apply for a certificate of good conduct in Kenya.
8. Entry and work permits for non-Kenyans. They are also required to upload a letter of clearance from the Ministry of Education.
Vetting Committee.

CLICK HERE to start your online registration for a TSC number.

A teacher who meets the requirements for registration will be issued with the certificate of Registration bearing a TSC number within 30 days.

Why teachers are irreplaceable!

I’ve said it many times before:

The job of a teacher is to inspire, to challenge, to excite their students to want to learn …..

If we can’t inspire the students in our classroom, we are simply not doing our job.  If we are unable to challenge them with tasks that provoke them to think, reflect and grow, we are still not doing our job.  And if we are unable to excite in our students a desire to learn, to ignite a passion and love of learning, then learning will just not happen.

Although I’ve blogged these thoughts often, this time the words are not just mine.  Instead they are said, very passionately

The fundamental role of a teacher is not to deliver information, it is to guide the social process of learning …

The most important thing a teacher does is make every student feel like they are important, to make them feel accountable for doing the work of learning ……

….. what really matters is what happens inside the learner’s head and making a learner think seems best achieved in a social environment with other learners and a caring teacher.

It is indeed through the influence of the teacher who creates a nurturing and caring classroom environment, that our students are able to learn, grow and achieve.

We must never doubt the incredibly strong impact that teachers have on their students.   Creating a caring, nurturing and safe learning space within the confines of each classroom is what it really is all about!  It is the role of teachers

  • to take time to get to know their students
  • to provide individualized programs which nurture the skills of each learner
  • to develop in each student an ‘I can’ attitude from which confidence can grow
  • to ensure a safe and secure classroom where risk taking is encouraged
  • to create opportunities in which students can be actively immersed in new learning
  • to guide students’ learning by providing them with a scaffold they will be able to use throughout their life to pursue future learning
  • to encourage students to be patient and to not expect that learning is instantaneous
  • to foster an understanding of the value and benefits gained from collaboration
  • to guard against students competing against each other
  • to help students appreciate the value of learning by doing

With this question sitting in the back of my mind over the last few days, I realize that this is the kernel of the issue I constantly grapple with when I try to inspire within students and teachers alike a love of reading and a love of learning.   Inspiration has many facets.  It encompasses much.  And it requires the guiding hand of a teacher to ensure that it happens.

What does inspiration involve and aim to achieve in our classes?

  • to awaken the mind of the learner
  • to arouse focused attention
  • to fill students with enthusiasm
  • to excite passionate interest
  • to motivate students to go one step further than they may do otherwise
  • to initiate activities in which students can learn with and from each other
  • to enable the student to also be the teacher
  • to stir imagination
  • to encourage risk taking
  • to create excitement
  • to arouse and enthuse involvement and participation
  • to light an insatiable spark within the heart and soul of the learner
  • to stimulate learners to be lifelong learners!

 

LEARNING AT HOME WON’T WORK , FIND BETTER OPTION

When President Uhuru Kenyatta shut down schools mid last month, it was estimated that it would be a temporary measure and that, sooner rather than later, learners would go back to class.

But that was not to be. They have now been out for six weeks, part of which coincides with the April holiday, with no end in sight. And now, anxiety is building up.

When will schools reopen? If the situation does not change now, will there be national examinations this year? This is a matter that the government must deal with concretely and definitively.

President Kenyatta and Education Cabinet Secretary George Magoha have stated categorically that, at the moment, the government has no intention of cancelling the exams.

Granted, if schools reopen, perhaps in mid-May, it will be possible to recover the lost time. The school calendar can be revised by, among others, shortening the August holiday to a week, and two, pushing the exams dates to the end of November and part of December.

LEARNING PACE

However, in the meantime, the question is, how will the extended stay at home affect learners? How can Standard Eight and Form Four candidates prepare for the exams?

So far, the stock response is that the government is offering online learning through programmes developed by the Kenya Institute of Curriculum Development. Fair enough.

However, what the public has not been told is, what is the content on offer and how is the delivery?

KICD has a large corpus of teaching content transmitted through radio, television, audiovisuals and online. Typically, though, this is supplementary content to support classroom teaching facilitated by teachers.

The material is not ordinarily the basic source of learning and for good reason: learning is determined by variables such as entry behaviour that presupposes prior knowledge, context, experience and pace. It is not universal.

And that is why classroom teaching is important; teachers can determine those variables and pitch their lessons accordingly.

Indeed, every class has fast and slow learners, both of whom have to be handled differently. To imagine that KICD content would be easily understood by all is not just unrealistic but unfair.

SCARCE RESOURCES

Fundamentally, digital and online learning raises the cardinal question of access — physical, mental and social.

Although statistically it is argued that many households have access to gadgets such as radio, television and smartphones, through which they can obtain the lessons, the reality is different.

Having gadgets is one thing but having the infrastructure, such as power supply for limitless access, as well as a conducive environment for consuming the content is another matter.

Worse, many parts of the country do not have internet connection and that automatically hinders them from downloading content or streaming.

Two, a practical reality in most households is that children are additional hands to be deployed to help in domestic chores and farm work.

When they are not in school, they are routinely asked to perform those duties. Since the KICD programmes are scheduled, it is idealistic to imagine that families will daily release their children to participate in TV lessons when there are tasks to be performed.

If, ordinarily, such social demands contribute to absenteeism and dropouts, how about when schools are closed?

LIMITED SPACE

The third element related to access is cognition and, specifically, helping learners to understand new and difficult concepts.

When in class, teachers explain concepts, answer questions or clarify facts. For the broadcasts and online content, that is not possible.

We are flagging a matter of great concern that ought to be handled with singular resolve and urgency.

Arguably, the broadcast and online programmes are no replacement for classroom teaching and should not be construed as adequate for learners to complete and understand the syllabus and candidates to prepare for exams.

Far too many learners are left out, accentuating the inequality that the school system is meant to eliminate.

The Kenya Secondary School Heads Association and the teachers’ unions have asked the government to consider a phased reopening of schools.

That means bringing back Forms Four and Three as well as Standard Eight and Seven learners and asking schools to keep health protocols. That is plausible.

But if the government has a better option, it should pronounce itself on it now. Keeping everyone guessing is not right.

Communication is pivotal at this point when the world is traumatised by the miseries caused by the coronavirus pandemic.

Time is running out, children are wasting away and parents are agonising, and so the government must give direction on the school calendar, especially reopening and national exams.

SOURCE nation.co.ke

Uhuru hints at partial reopening of schools

President Uhuru Kenyatta yesterday hinted at a partial reopening of schools and dismissed speculation that the KCPE and  KCSE exams could be cancelled.

Speaking during a live radio interview from State House, Nairobi, the President said the Education ministry will look at measures to enable candidates to sit the exams.

Since schools were closed on March 15, the future of the candidates has been a subject of debate, with divergent opinions causing anxiety.

But in the absence of more specific national guidance, Education expert Janet Muthoni says there is a need to work out the intricacies of what the school day will look like when they reopen.

“If we want to get kids back in the fall, we need to talk about what that’s going to look like today.”

Her worry is “the fear of what a disease outbreak could mean in schools if the government takes that path”.

While children who contract the virus appear less likely to become sick, scientists believe they can pass the infection along to other people, hence causing widespread infection among staff and families.

Educators have asked whether Education CS George Magoha plans to conduct an audit of the necessary materials and supply chain for cleaning, disinfecting and preventing the spread of the disease should children return to school.

The Kenya Union of Post-Primary Education teachers, in a memorandum to the Education ministry, demanded the school calendar rescheduled and exams postponed.

In view of the foregoing, President Kenyatta said the government will release a schedule on how learners will return to schools, especially those who are to sit the national exams.

“We need to know when it will be done and how it will be done. When that time comes, we will elaborate details of how we will make sure all this is taken care of,” he said.

The Kenya Certificate of Primary Education (KCPE) exam was scheduled to start on November 2 and end on November 3, while the Kenya Certificate of Secondary Education (KCSE) exam was to start on November 4 and end on November 30.

Recovering lost time

Already, three weeks of the school calendar have been lost. Although its impact on school activities cannot be underestimated, headteachers say it is easily recoverable.

They argue that if normalcy returns and schools are opened before June, then it is possible to recover the time lost.

Schools were scheduled to reopen on May 4 but the coronavirus crisis could well eat into part of the second term.

The Kenya Institute of Curriculum Development requires schools to have fully covered the syllabus by the end of September.

In calling for partial reopening, sector players and educationists say it is conceivable to have some schools open fully, some partially and others to remain closed. In the proposal, headteachers want candidates to report first.

Headteachers say this will avert a transition crisis as already most secondary schools are grappling with congestion.

The Kenya Secondary School Heads Association has recommended that the government foregoes the second term midterm and reduces the August holiday to recover the time lost.

“By the end of June, schools will have lost 10 weeks. This is longer than the third term of the school calendar [nine weeks],” chairman Kahi Indimuli told the Star.

“If we get into July with schools shut, then the calendar as it is will be fatigued. With less than 28 weeks, preparing students for examinations will exert pressure on the entire system.”

The principals argue that if the spread contained to “bearable” levels, then KCPEexam candidates, Form 3 and 4 students, could go to school under stringent safety measures.

Another proposal by education advisers is to have schools in counties with no Covid-19 cases resume lessons. This will, however, depend on how the virus spreads.

 

KCSE, KCPE Exams To Proceed As Scheduled – President Kenyatta

KCSE was expected to begin on October 30 with KPCE set to commence on October 27, according to a timetable published by the Kenya National Examination Council (KNEC).

President allayed fears the disruption caused by coronavirus, a global pandemic which has 14 lives in Kenya and infected 296 persons since the first case was confirmed in March, will not disrupt the examination calendar, amid concerns of coverage of the syllabus ahead of the national exams.

President Kenyatta said the Ministry of Education and KNEC was exploring modalities to ensure time lost by candidates is recovered before the exams commence.

“The exams will be done what we want to do is to sit down with other stakeholders in the education sector so as to ensure that our students prepare adequately as well as recover the lost time,” the President said during an interview with Kiswahili-broadcasting radio stations at State House, Nairobi.

He said plans on resumption of studies, especially for candidates, are also under review.

Learning institutions in Kenya were closed on March 15 in a bid to curb the spread of coronavirus in the country.

This is after the country confirmed the first case of coronavirus virus on March 13.

The President did not however specify when schools will reopen.

Education Cabinet Secretary Prof George Magoha last week said he “couldn’t give the exact date when the schools will resume.”

The CS said he was awaiting directions from the Ministry of Health on how the coronavirus situation was unfolding.

Prof Magoha noted most schools had been converted to quarantine and isolation facilities to support efforts to track and isolate COVID-19 cases in counties.

The Ministry of Education through Kenya Institute of Curriculum Development (KICD) has rolled around virtual classes for learners to ensure support students at home.

President Kenyatta expressed confidence that Kenya will win the war against the coronavirus.

Kenyans Ranked 2nd Best In English Speakers in Africa

Kenyans have been ranked 18th best English speakers in the world and 2nd best in Africa after South Africa.

Nairobi ranked number 1 in African City followed closely by Lagos, Nigeria according to a report by global private language tutor, Education First (EF).

The English Proficiency Index (EPI) by the Switzerland-based company ranked Kenya behind South Africa even though Nairobi still emerged as the highest placed African city in English proficiency.

Other African countries that appeared in the top 100 list included Nigeria (29), Ethiopia (63), Tunisia (65), Egypt (77), Cameroon (83), Sudan (87), Algeria (90), Ivory Coast (96) and Libya (100).

The top country in the world was the Netherlands followed by Sweden, Norway, Denmark and Singapore finishing the list of the top five.

Kenya had a high proficiency EF EPI score of 60.51 with Netherlands leading with 70.27%.

Kenyans ranked second best in English proficiency in Africa
The countries ranked according to their scores. Photo: Screenshot from EF English Proficiency Index. Source: UGC

In terms of cities, Nairobi emerged top in Africa with an EPI score of 61.94% followed by Lagos which scored 58.47 %.

Africa’s average proficiency score dropped primarily due to score changes in South Africa and Ethiopia and the inclusion of Sudan and Cameroon, which both fall in the ”very low” proficiency band, the report said.

“As in previous years, a few African countries performed well while the rest performed poorly, and the gap between higher and lower proficiency countries is wider than ever,

“The overall average for Africa dropped significantly, primarily due to score changes in South Africa and Ethiopia – both countries with large populations – and to the inclusion of Sudan and Cameroon, which were not in the Index last year, and both fall in the Very Low Proficiency band,” read the report.

Kenyans ranked second best in English proficiency in Africa

The EF report links English proficiency to innovation, public investment in research and development, number of researchers per a population of one million as well as technicians per capita.

“For the first time, we find that adults aged 26-30 have the strongest English skills. This finding reflects the growing prominence of English instruction in university education around the world,” said EF.

Kenyans ranked second best in English proficiency in Africa

How 2019 KCSE Candidates, Schools, And Parents Can Download Result Slip Online Via KNEC Portal

KCSE 2019 KCSE Result

Due to numerous inquiries from parents, teachers, and the 2019 KCSE Candidates on the procedure on how they can download the examinations result-slip online, I present this simple guide.

What you need before starting to download the KCSE result slip:

  • Secondary School KNEC Portal Username
  • Secondary School KNEC Portal Username
  • 2019 KCSE Candidate’s Index Number

Procedure on How to Download the KCSE 2019 KCSE Result Slip Online via KNEC Portal

To access the 2019 Kenya Certificate of Secondary Education, KCSE, Result Slip, Go to the Kenya National Examinations Council, KNEC, online portal.

Let me vividly outline the steps:

  1. Using a Computer with an internet connection, open your preferred web browser.
  2. Enter the following KNEC Portal URL address; https://www.knec-portal.ac.ke/.
  3. Sign in to the KNEC portal and enter the School Username and Password.
  4. On signing in, you can view the summary of the KCSE Results.
  5. Sort Out the results by entering the candidate’s index number in the box titled “FROM INDEX” and “TO INDEX NUMBER.”
  6. Then, click on the “View Report” button. Automatically, the result slip with student’s grades will be displayed.
  7. Click the “Export function” to download the Result slip in the document format of your choice.

That’s it, you have downloaded the KCSE 2019 Result slip. You can send it wherever you want.

Method to Check KCSE 2019 Results

The 2019 KCSE Candidates can check the results of their examination using a mobile phone or through the internet.

As candidate send ‘ your index number’ followed with ‘KCSE’ to 20076.

You will be charged Kshs.25 above the standard SMS rates for a message sent.

Alternatively, check the KCSE 2019 examinations results free of charge through the KNEC website.

Go to KNEC website through this link https://www.knec-portal.ac.ke/

Kahuhia Girls High School KCSE 2019 Results

Kahuhia Girls High School

In 2019 KCSE examination results, Kahuhia Girls’ High School an extra-County Secondary School in Kahuro Sub-County, posted a good school mean score of 8.543 to emerge the third top best school in Murang’a County.

Kahuhia Girls’ High School is a Girls’ boarding secondary school in Murang’a County.

269 candidates from the school sat for the 2019 KCSE examinations, and 240 out of them managed the KUCCPS university direct entry.

Despite being an extra county school only 29 students scored a mean grade of C and below.

The school did not have any student scoring D, D- or E grade.

Kahuhia Girls’ High School KCSE 2019 Results

Here are the KCSE 2019 results for Kahuhia Girls’ High School, Murang’a County.

KAHUHIA GIRLS’ HIGH SCHOOL KCSE RESULTS 2019
Grade Entry
A 5
A- 25
B+ 56
B 57
B- 50
C+ 47
C 18
C- 9
D+ 2
D 0
D- 0
E 0
X 0
ENTRY
PASS%
KCSE 2019
269
89.2
8.543

 

Details about Kahuhia Girls High School

  • Physical Location: Off Muranga-Kangema Road.
  • Address: P.O BOX 66-10206 ,Kahuhia.
  • City/Town : Murang`a. County:
  • Code : Phone Number: 0727 288234.
  • Address‎: ‎P.O BOX 66-10206 ,Kahuhia
  • Email‎: ‎info@kahuhiagirls.ac.ke/
  • Phone Number‎: ‎0727 288234