Ministry of

Education

GUIDELINES
SELECTION AND
PLACEMENT OF LEARNERS
TO SENIOR SCHOOL (SS)

Date: April 8, 2025

Presenter: Mujumba Obwoyere, Director of
Education
 AGENDA

Introduction 01 Admission and Replacement 05

process
Overview of Pathways at Senior 02 Automated Placement System 06
School
Categorization of schools 03 Role of Key Actors 07

Placement to Grade 10 04 Conclusion 08

 INTRODUCTIO
N
There is need to ensure
GOK introduced
03 learners are placed into
01 the Competency
pathways that align with
Based Curriculum
their interests, strengths,
(CBC) in 2017
and career aspirations.

These Educational
These Placement
02 reforms are founded 04 guidelines will
on national and
facilitate a smooth
international legal
transition.
and policy
frameworks
 Objectives of Grade 10
Placement Guidelines
1. Ensure consistency in the
placement learners from Grade 9
to Grade 10;
2. Inform all stakeholders on the
selection and placement process
for learners transiting from
Grade 9 to Grade 10
3. Guide educators on appropriate
admission of learners.
4. State the roles and
responsibilities of various levels
in the management of grade 10
selection and admission
 Legal and Regulatory
Framework

Constitution of Sessional Paper No Basic Education Children Act

Kenya (2010) 1 of 2019 Act (2013), (2022)

United Nations Sustainable

Data Protection
Kenya Vision 2030 Convention on the Development
Act (2019)
Rights of the Child Goals (SDG 4)

National Education Sector Policy for

Basic Education
Sector Strategic Learners and
Curriculum
Plan (NESSP) 2023- Trainees with
Framework (2017)
2027 Disabilities (2018)
rinciples Guiding Selection and Placement
Concept In Business

Learner-Centred Equity and Inclusivity Transparency

Approach. Fairness:
Emphasise the Ensure that all Highlight the The placement
importance of learners, need to process should
focussing on the including those accommodate be open, with
individual with special learners from clear criteria
learner’s needs, are diverse that all
strengths, treated backgrounds stakeholders
interests, and equitably in the and abilities, (learners,
 CHAPTER 2: OVERVIEW OF PATHWAYS AT SENIOR SCHOOL

The STEM Pathway equips Langu

Human
ities Applie Techni
learners’ with the Sports
Scienc Art
age
and
and d
Pure
Scienc
cal
Busine scienc Studie
knowledge, skills, and e Literat
ure
ss es
es
s
competencies required to studies

excel in scientific
The Arts and Sportsand
Science
technical disciplines.
Pathway nurture (60%)
learners' Arts and Social
STEM
Sports Sciences
talents, creativity, and
physical abilities (15%)
The Social Sciences Pathway
develops learners' From Junior School
understanding of society,
human behavior, and global
Senior School learners (Grades 10-12) shall take seven (7)
systems (25%)
subjects; Four (4) are core subjects; English, Kiswahili/KSL,
Community Service Learning and Physical Education.
Three (3) shall be selected from the pathways and tracks
 Respondents profile
Sampled 1811 learners ( Boy:875 Girls: 936)

Results from a 413 parents (Male:129 Female: 284)

22 institutional heads (Male:12
Female: 10)
survey on
What would you want to be when you
grow up*by gender
46 junior schoolteachers (Male:25
Female: 21)
16 education officials (Male:11

Career
Medicine & Health 27%
46.4%
Female: 5)

Why do you like this career?

Guidance Education 19.9%
12%
Engineering 3.9%
20% Desire to Help Others| Community and Social Impact 37.3%
Transport & Aviation 4.0%
7%
Law & Governance 6.2% Financial Stability 14.6%
4%
Arts & Entertainment 6.9% Passion & Interest 13.8%
3%
Sports 2.0%
6% Desire for Knowledge & Skills 13.0%
Security & Defense 2.2%
4%
IT & Technology 3.0% Inspired by Role Models 5.2%
2%
Science & Research 1.0%
4% Future Aspirations 5.2%
Hospitality & Service 1.6%
3% skill and talent 4.9%
Business & Finance 1.4%
3%
Undecided 0.9% Family Influence 2.9%
3%
Agriculture & Environment 0.3%
1% Good Career 2.6%
Religious & Social Work 0.4%
0%
Social Status & Recognition 0.3%
Girl Boy
 SAMPLED RESULTS FROM A
SURVEY ON CAREER GUIDANCE ..

Knowledge on Pathways
Which Pathway in Senior and Voca-
90%
tional School will lead to your dream
80% 78% career when you grow up
70%
70% 65% 100%

60% 54% 80%

61% 63% 64% 63%
50% 46% 60%
40% 35% 40%
30%
30% 20% 15% 14% 15% 11% 17% 16%
22% 10% 9% 10%7% 10%
10%
20% 0% 1% 2% 1%
0%
Grade 7 Grade 8 Grade 9 Overall
10%
STEM Social Sciences
0%
Grade 7 Grade 8 Grade 9 Overall Arts & Sports Did Not Respond
Multiple Pathways
Know about pathways Don't know pathways
 Overview of the Pathways..
Item Arts and Sports Social Sciences STEM
Core 1.Foster Creativity and 1.Develop Critical and 1.Develop Analytical and
objectives Expression Analytical Thinking Problem-Solving Skills:
2.Enhance Physical Fitness 2.Promote Civic Responsibility 2.Foster Technical Competence:
and Sports Skills and Social Awareness 3.Encourage Innovation and
3.Promote Cultural 3.Enhance Global Awareness Creativity:.
Awareness and and Cultural Sensitivity 4.Prepare for Advanced Studies
Appreciation: 4.Prepare for Careers in Social and Careers
4.Prepare for Careers in Sciences
Arts and Sports
Suggeste • Practical and Experiential • Inquiry-Based Learning • Practical and Experimental
d Learning • Project-Based Learning Learning
Learning • Project-Based Learning • Research and Inquiry-Based
Approach Learning
es
Key • Specialized Facilities • Libraries and Research • Laboratories and Workshops
Resources • ICT Integration Centres • ICT and Digital Tools
and • Teacher Training and • Technology Integration • Teacher Training
Infrastruct Professional • Teacher Training and
ure Development Professional Development
Career Arts, Sports, Education Law, Education, Public Engineering, Information
and and Entertainment Administration, International Technology, Computer Science,
Equip STAGE-BASED VOCATIONAL
leaners
with special
needs and EDUCATION PATHWAY
Disabilities with Objectives of Stage-based
practical skills Vocational Education
and technical Progressive Skill Development to enable
knowledge that learners acquire and build upon vocational
prepare them for skills progressively, from basic to advanced
levels.
various career
Workforce Readiness: Prepare learners for
paths. This immediate entry into the labour market by
system is providing them with relevant skills and
integrated into certifications.
Multiple Career Pathways: Offer learners
the Competency- flexibility in choosing between furthering their
Based Curriculum education, entering the workforce, or pursuing
(CBC), which further vocational training.
Alignment with Industry Needs: Ensure
aims to produce that the vocational education curriculum aligns
well-rounded with the current demands of the job market
individuals ready and industry standards
 Foundati • Entry level for learners
with special needs and
01 on disabilities who follow
the specialized
Stage: curriculum
• After a learner
Interme demonstrates

Structure 02 diate
Stage:
outcomes at the
foundation level, they
transit to this

of Stage- Pre-
• Learners
intermediate
join level
from the
intermediate level. At
this level, learners are
Vocatio
Based 03 nal
introduced to the pre-
requisite skills in
various vocational
Level:
Pathway
areas.. join from pre-
• Learners
vocational stage. They
learn vocational skills
and acquire
Vocation competencies required
04 al Level: for various occupations,
higher education in
technical fields or
entrepreneurship
Vocational Stage ...
Vocational Basic Infrastructural
Suggested • Competency-Based Learning Courses Requirements
Learning • Experiential and Hands-On Training  Equipped Sheltered
Weaving
Approaches • Modular Curriculum workshop, Assorted
• Industry Partnerships
weaving materials, tools
Assessment • Continuous Assessment
and equipment
and • Stage-Based Certification
 ICT devices with assistive
Evaluation • Capstone Projects
technologies
Support • Modern workshops, labs, and
Leather  Equipped Sheltered
and training centres and Tools as well
Infrastructu as technology Work workshop, Assorted
re • Qualified Instructors leather work materials,
• Career Counselling and Job tools and equipment
Placement  ICT devices with assistive
Career • Direct Workforce Entry technologies
Pathways • Further Vocational Training  Furniture
and Further • Transition to Higher Education Animal  Adequate land for animal
Education • Lifelong Learning farming farming
Equity and • Equal Access to Vocational  Animal farming
inclusivity Education infrastructure (shades,
Chapter 3:
Categorizat
ion of
schools
 Categorization of
Flexibility
schools Partnerships Infrastructure
• students can transfer • Collaboration with • Ensure that each
between various industry, universities,
category has the
pathways if their and other institutions
necessary resources
interests, abilities, or to enhance career and(labs, workshops,
career aspirations technical education at
studios, etc.) for
change. senior school. optimal student
Accommodevelopment.
Special
Pathways Gender
dation Needs
Speci
Doubl Vocati
Triple Mixed Single al
e Hybri onal
Pathw Gend Gend Day Needs
Pathw d Schoo
ay er er schoo
ay ls
ls
 Categorization of Senior
schools..
Pathways Accommoda Gender Special
tion Needs

Hybri
Day Singl Mixe
Triple Double d Special Vocatio
Pathwa Pathwa Senio e d
Senio needs nal
ys ys r
Senior Senior
learne
Schoo
rs
r
some
gend
Girl gend senior senior
schools schools comm
ls
Schoo
learne er Bo
er
schools
Hearing
schools
Learner
STEM
STEA
MS ute
daily
lsdo
rs
not
s ys impaire
s with
autism,
Arts
• STEM
from reside onl an
d cerebra
Bo Visually l palsy,
• Arts
their in the
and
sports
and
Sports homes school y d
impaire cogniti

Social
STEM
S
and do while ys d
Physica
ve
difficult
Scienc • STEM
not
reside
others
reside onl Girl lly
impaire
ies and
deaf-
• Social
es
Scienc
on the
school
in the
school s d blind
Chapter 4:
Placement of
Grade 10 learners
 Process of Transition of Learners into
Grade 10

Selecti Placem Admissio Parents and learners

on ent n be allowed to select
1. Determination of 1. Computation of 1. Release of schools of their
vacancies in quotas selection choices as per their
senior schools 2. Placement to results abilities and interest
2. Determination of SNE and 2. Handling of (selection of
pathways per Junior
pathways)school pupils
integrated Joining
school and their parents
schools Instructions should be sensitized
3. Selection of 3. Placement to 3. Change and on the modalities of
pathways, boarding replacement placement to help
subjects’ schools process them make informed
combination and 4. Placement to 4. Admission of decision as they select
schools day schools learners to the SS
4. Data validation
 Placement of learners
into Grade
It will be based on: - 10
Learners’ Merit Psychometric Equity school
choice Tests capacity
• Pathways • Learner • Learner • regional • Availability of
• Tracks Academic Aptitude, balancing space and
• Subject Performan interest, and to ensure resources in
Combinatio ce in talent fair respective
ns Grade 9 identification access for schools
• schools assessme done by KNEC all applied for.
nt and by the
Learners who miss places in schools of learners
schools No learner will be
their choice will be placed in schools
denied the opportunity
offering the pathway and subject to join senior school
combination of their choice.
 Cluster of Learning Areas for
Placement
learning areas at JS will
be clustered for
Purposes of placement
Pathw Track Subject at Senior Cluster of JS Learning
ay School Areas
Performance in cluster STEM Pure Mathematics,Chemist 1. Integrated Science,
learning areas will be Scienc ry, 2. Mathematics
used in placement of e Physics, Biology 3. Any other learning
learners in appropriate area
pathways in senior
school. Applie Agriculture 1. Agriculture,
d Computer 2. Pre-technical studies
Scienc Home science 3. Any other learning
The cluster of learning
areas adopted for each e area
track relate to subjects Technic Aviation, Building 1. Pre-technical Studies,
in the track al construction, 2. Mathematics
Studie Electricity Power 3. Any other learning area
s mechanic
Metal work Wood
work
 Cluster of Learning Areas for
Placement ..
Pathway Track Elective Subjects at SS Cluster of Learning Areas at JS
Social Language Literature in English, Fasihi ya 1. English.
Science And Kiswahili, Sign language, 2. Kiswahili/Kenya Sign
Literature Arabic, French. German, Language (KSL)
Mandarin Chinese and 3. Any other learning area
Indigenous languages
Humaniti Religious education 1. Social Studies
es (CRE/IRE/HRE), History and 2. Religious Education
Citizenship, Business Studies 3. Pre technical studies
and Geography
Arts And Arts Music and dance, Theatre and 1. Creative Arts,
Sports film and Fine Art 2. Social Studies,
Science 3. Any other learning area
Sports Sports and recreation 1. Creative arts
Science 2. Integrated science
3. Any other learning area
TheGrading of Learners at Grade
presidential

Reform
9
Party on Education
(PWPER)
Report Performance Actual Point
recommended that Level Performance Level s
grade 9 Achievement Level 8.0
assessment Exceeding (AL) 8
comprise 20% Expectation AL7 7.0
KPSEA, 20% SBAs AL6 6.0
in grade 7 and 8 Meeting
and 60% Expectation AL5 5.0
The rubrics used in
summative AL4 4.0
CBC assessment
evaluation at grade Approaching
have
9. been the 4- Expectation AL3 3.0
point levels of EE, AL2 2.0
ME,AE and BE is Below
now expanded to 8 Expectation AL1 1.0
Achievement levels:
 Learner Personality and
Interest
Placement will also take into account learners’ interest and aptitude.
Learners are expected to meet some minimum requirement in their
cluster for consideration for the track of choice.
Learner’s Personality and Interest assessment outcomes will be used to
calculate the cluster weight for the tracks
PATHWAY Track Learner’s Learner’s Cluster
Personality Interest Weight
Arts & Sports Arts
Science Sports Science
Language and
literature
Social Science
Humanities and
business
Pure Science
Applied Science
STEM
Technical
 Assessment for a
Pathway
This is meant to evaluate interests, skills, values,
aptitudes, and personality traits to help learners
explore and plan for various Pathways at senior. The
following will be done
Narratives
Question
Learners will be naire
Career
guided to Teachers will Observation
Inventories
reflect on use Structured Teachers will Checklists
Pathways, tools to assess
Career
use career Teachers will
personal career interests inventories to Portfolios
use checklists
experiences evaluate assess learners' Teachers will
and future learners' skills behaviours, use these
aspirations. and strengths. skills, and portfolios to
learning assess the
preferences. learners
appropriate
Pathway
 Career Assessment
Specific ● Realistic (R)- Loves working
Teacher’s Action
Area with tools, hands, manual
Use career interest inventories (e.g., RIASEC (doers)
Interests model) to identify students' preferences for
● Investigative (I), - Loves
various career domains.
Evaluate both technical (e.g., problem-solving, working with ideas and
Skills and solving problems (thinkers)
programming) and soft skills (e.g.,
Talents
RIASEC communication, teamwork).
Career Fields Possible ● Artistic (A) - Love and enjoy
Type Identify work-related values (e.g., creativity,,
Pathways expressing themselves
Values helping others)
Realistic Engineering, to align
construction, careers with personal
mechanics, through drama, music, or
goals. STEM
farming, outdoor work, robotics. writing (creators)
Investigati Science (biology, chemistry), medicine,
● Social (S) - Loves working
ve computer programming, data analysis, STEM
research. with people, to help and
Artistic Art, music, theatre, fashion, writing, teach others (helpers)
SPORTS & ART
graphic design, filmmaking. ● Enterprising (E) - Loves and
Social Nursing, counselling, social work, enjoy leading and persuading
SOCIAL SCIENCES
community service, childcare.
others, managing
Enterprisi Business, law, marketing, politics, sales,
SOCIAL SCIENCES projects(influencers)
 Career Guidance and
Junior schoolsCounseling
will provide career advisory
services to help students make informed
pathway
01
choices.
02 03
Pathways Career Pathway Selection
Readiness
Introduce learners to Enhance learners Guide learners in
Senior School career readiness choosing Senior
pathway through co-curricular School pathways
activities

Learners will Students Guidance

explore tracks participate in sessions to help
at Senior skill Learners select
School, development pathways that
aligning with workshops, match their
Career Guidance Committee
Members
chaired by the deputy head of
institution and heads of learning areas
shall be members
Functions of the Committee

Career Learner Parental and

Awareness and Assessment Teacher
Exploration and Counseling Engagement

Monitoring and
Guidance on
Follow-up on
Transition to
learners’ career
Senior School
development.
 SELECTION OF PATHWAYS AND SUBJECT COMBINATIONS
Grade 9 Learners
Selection will be
will select a Selection will
done after
pathway and consider learner’s
registration for
subject ability, interest,
KJSEA/KPLEA by
combination that and personality
KNEC.
they wish to join.
The selection of the pathway shall take the following format: -

Capture Bio Data of the learner

Select Pathways and subject combination of the learner.

Junior School shall consult parents/ guardians during selection

Information about subjects combinations is senior schools Be

provided before Selection.

Subject Combination
 Selecti
on of
Schools
Selection Based on
Pathways
Selection Based on
Accommodation
• The learner will select 12 schools • Nine (9) will be boarding schools,
for their chosen pathway as three (3) from the learners’ home
follows. county, six (6) from outside their
• Four 4 schools in first choice home county/county of
track and subject combination residence.
• Four (4) schools in second • Three (3) day schools in their
choice track and subject home sub county/sub county of
combination residence. (Total 12 schools)
lected • Four
and (4)
Selection
schools of
in school shall lead to a total of twelve (12) senio
third choice
Pre select Schools

 Pre-Select School refers to an institution that admits

students based on specific criteria rather than open
enrolment.
 This School can apply to be pre-select if it meets the
criteria defined by the Ministry of Education
 Such a school will be allowed to pre-select learners
prior to KJSEA and before the main selection.
 The school shall only pre - select from the learners
that choose to Join the school
Placement to Triple Pathway Senior
Schools (TPSS)

Top 6 learners per gender in Top 3 learner per gender in

each STEM track per sub- each Social Science track
county will be placed to per sub-county be placed to
Boarding Schools of their Boarding schools of their
choice choice

Top 2 learner per gender in

Placement of Candidates
each Arts and Sports
with Achievement Level of
Science track per sub-
averaging 7 and 8 per track
county be placed to
to boarding schools of their
Boarding schools of their
choice
choice
Placement to Triple Pathway Senior
Schools (TPSS)..

Placement of all other

Placement of all other
candidates to boarding
candidates by Merit and
school by merit choice
choice
and quota

Quotas to ensure equity

No more than five (5)
through regional
learners from the same
spread, public/private
JS shall be placed in the
school participation will
same boarding school.
be applied
 Placement..
Double For Learner For
Pathway from Refugee Learners
Senior Camps from
• Learners not • Placed alongside • If they are
Schools Private
placed in triple others learners eighteen years
pathways • Centres shall be Centers
and below in age
schools shall be maintained as • Will be placed in
placed in either public or Day schools
Double Pathways private • Placed in
Senior Schools. • Refugee Learners Pathways of
• Placement will will be a their choice
be based on selection unit - • Placement will
choice of no effect the be based on
pathways and host Sub- their
 Handling of Placement
Grievances
They will be handled as
follows: -
01 02 03 04

Junior
School
• They will be • Act on appeals • Act on appeals
• Act on appeals
channeled to the from Junior from CDE
from SCDE
Head of Institution, schools • Act on
• Act on
Junior School • Act on complaints
complaints
• The HOI Junior complaints placed on the
placed on the
school will assess placed on the system
system
the complaint and system • Those requiring
• Those requiring
offer guidance and • Those requiring HDSE (SS)
RDE intervention
• Those requiring CDE intervention intervention are
are escalated
MOE intervention are escalated escalated
through the
shall be recorded on through the through the
Placement
the Placement
CHAPTER 5:
ADMISSION
AND
REPLACEMEN
T PROCESS
Admission of
Grade 10
Learners
It will be automated
and the following
Guidelines will apply :-

Letters of
They shall be accessed online using the
admission
learner’s assessment Number.
Admit Learner through KEMIS
All schools, both public and private, shall
admit Grade 10 through KEMIS.

Admit When Physical Present

No principal shall enter a learner into KEMIS
before he/she reports to the school.

Reporting of Admission
Daily online reporting shall be monitored through
KEMIS.
 Management of
Replacements

Vacanci Request for Priority Documented

es Capacity
Change
Senior schools Those who wish Priority shall Requests will to
with vacancies to change be given to be approved by
will declare schools will those who Ministry of
through request through had earlier Education
respective the Heads of selected the based on the
County Junior Schools at senior Senior School’s
Management of
Replacements..

Replacem Joining
Multiple • Replacements for boarding
ent instruction
requests
approvals s schools shall maintain their
• Boarding • Upon One will be catchment; declared vacancies
approval, benefit learners from counties
Schools: the approved
HDSE joining and that may not have taken up their
• Day instructio
ns shall candidate first selection slots.
Schools: be locked out • Extra-territorial requests will be
CDEs will accessed from all the
online. handled by HDSE
have • Replace others. • At no time shall a school issue
system ments
printed letters for replacement
 Day Wings in Boarding
Schools
Expan 100% Enhance
d Transit Participa
Capaci ion tion
ties

• Delink • maximizing • Enhance

admission use of parental
from bed available responsibility to
capacity. resources close monitor
• Decongesting • Demystify the students’
boarding perception that discipline
facilities boarders • Cater for
perform better learners with
Operational Guidelines for Day
Wings in Boarding Schools
All boarding school Parents/guardians
should have a day of day-wing
wing that will take learners’ will meet
at least 10% as day the cost of meals
scholars.
Learners will join when in school
schools of Students shall
preference by maintain the status
selecting the day for the duration
wing option during they are in the
the selection school.
process.
Operational guidelines for Day
Wings in Boarding Schools..
Admission shall be
based on merit,
ability to commute Learners shall be
and meet the integrated seamlessly
provisions of the into the student body
school routine and
rules.

School to manage the School uniforms shall

entry and exit of be the same for all
these students daily. students in the school
 CHAPTER 6:
AUTOMATED
PLACEMENT SYSTEM
 Modules of the Placement System
Student
Interests: Ongoing
Modifiable Controls: Monitoring:
• Surveys and Education
career exploration • Students'
Authorities can progress is
tools will guide adjust placements
subject selection. tracked with
if needed. reassessment
opportunities
Teacher
Input:
• Educators will
provide insights
on learner’s
potential,
strengths, and
weaknesses.
Academic
Performance: Automated Decision-
• Provides
• Grades and test Making: Data insights for
curriculum and
scores will Data is processed for Analytics: policy
determine subject optimal placements. development
eligibility.
CHAPTER 7:ROLES
AND
RESPONSIBILITIES OF
OFFICERS
 ROLES AND RESPONSIBILITIES

Cabinet
Secretary

• Provide Parliament with full and

regular reports concerning
implementation of the guidelines.
• Facilitate the smooth
implementation of the guidelines
• Advice His Excellency the
President on the guidelines
implementation process
 ROLES AND RESPONSIBILITIES

Principal Secretary
• Facilitate achievement of the objectives of the
Guidelines.
• Implement an effective performance management
system to implement the guidelines
• Advice on Policies particularly to the Cabinet
secretary, Education for the effective implementation
of the guidelines
• Day to day management of budgets for
implementation of the guidelines
• Leadership and oversight of agencies implementing
the guidelines
• Manage senior team in the implementation of the
 ROLES AND RESPONSIBILITIES
Director General of
Education
• Advise the Principal Secretary on
all matters pertaining to technical
aspects in implementation of the
Guidelines
• Coordinate technical functions
related to Grade 10 placement
and admission
• Leadership of the technical
directorates
• Oversight of agencies dealing with
Grade 10 placement
• Manage senior technical team in
ROLES AND
RESPONSIBILITIES OF
OFFICERS..
Head of Secondary Education Directorate - Senior
Schools 1.Obtaining data from CDEs and SCDEs on all senior
schools.
2.Directing and coordinating operations of the selection
exercise.
3.Preparing selection process timetable.
4.M&E of the admission process during and after the
selection exercise.
5.Handling any queries pertaining to Grade 10
admission nationally.
6.Enforcing the Ministry’s selection and fees guidelines
adherence.
 Roles and •Heads of
Responsibilitie
s of Officers.. Directorates/Units
01 Manage resources for the implementation of the guidelines.
02 Mobilize stakeholders’ support for implementation.
03 Monitor and evaluate the impact of the guidelines.
04 Communicate progress on implementation of these guidelines
05 Integrate priorities, targets, and timelines into the placement
06 process
07 Ensuring Financial Accountability
08 Manage the MOE's workforce to support implementation of the
09 guidelines.
10 Acquire goods and services necessary for the eff ective

implementation
Roles and Responsibilities
of Offi cers..
County
Regional Sub-County
Director of Director of Director of
Education Education Education
• Coordinate CDEs • Managing
(CDE)data • Managing data
(RDEs) (SCDE)
in their on available on available
respective vacancies in their vacancies in
regions to counties their sub
Manage • Approving counties
selection and requests for • Enforcing MOE
Placement of replacement guidelines within
grade 10 • Enforcing MOE the Sub County
learners guidelines within • Manage queries
• Oversee the County. after placement
declaration of • Coordinating and admission
Roles and Responsibilities of
Officers Supporting Heads of
Officers
Officers..
Directorate
supporting heads of
Directorates/ Departments/Units will
• Manage resources, and oversee
implementation timelines for the
guidelines.
• Monitor progress towards guidelines
objectives.
• Facilitate collaboration and coordination
between various stakeholders
• Manage partnerships with internal and
external stakeholders to gather
feedback and address concerns
• Identify potential risks and challenges
that may impact the implementation of
 Principals
of Senior
Roles and Responsibilities Schools
of Ensure
Offi cers..
accurate
Prepare Grade
information on
10 joining
available
instructions as
vacancies is
Guided by MoE
provided to MoE. Create a
conducive
Invite selected
learning
learners to their
environment for
senior schools.
learners upon
Effectively admission.
implement MoE
guidelines on
selection and
fees
Roles and Responsibilities of
Offi cers - Head of Junior
School
The Head of Junior School plays a crucial role in the placement of
learners into Senior School. Their responsibilities are
Academic Preparation and
Assessment
 Ensuring learners meet the required academic
standards for progression.
 Overseeing assessment processes and identifying
students’ strengths and areas for improvement.
 Providing recommendations based on performance,
interests,
School and capabilities..
Policies &
Compliance
Adhering to national education policies and
school regulations
Coordination with Senior
•School.
Facilitating transition programs such as orientation sessions or mentorship
initiatives.
• Ensuring students’ records, including academic and behavioral reports, are
Roles and Responsibilities of
Offi cers- Head of Junior
School
The Head of Junior School plays a crucial role
in the placement of learners into Senior
School. Their responsibilities are
Guidance and Counseling.
• Advising students and parents on subject selection and career
pathways.
• Supporting students in making informed decisions about their
future studies.
• Identifying special needs learners and ensuring they receive
Parental Engagement
appropriate support.
• Communicating with parents on placement criteria, expectations,
and available options.
• Addressing concerns and advising on the best fit for each learner.
 ROLES AND RESPONSIBILITIES
OF OFFICERS..

Officers involved are required to co-

operate and ensure fair and
credible selection process to the
satisfaction of all stakeholders.
This will ensure a smooth transition
of students from Junior School to
senior Schools
•!
•.

Your input is
crucial
Let’s create fair
and effective
transition
guidelines
together
 THANK YOU
FOR YOUR ATTENTION AND PARTICIPATION

CONTACT US
Phone
+254203318581

Email
[email protected]

Website
www.education.go.ke

Location
Jogoo House B, Harambee Avenue, Nairobi

Post Office Box

Box 30040- 00100 Nairobi