Here is a look at the humble primary schools that shaped Kenya’s wealthiest individuals.

SK Macharia-Ndakaini Primary School

The Royal Media Services founder and chairman started his education in Ndakaini Primary School in 1954. The public primary school is located in Gatanga Constituency, Murang’a County, Kenya near the Ndakaini Dam (Thika Dam). The school has undergone marked improvement over the years thanks to the local leadership. 

Simon Gicharu – Kiawairia Primary School 

The founder of Mount Kenya University (MKU) and Cape Media-that owns TV47 and Radio47-spent his childhood in Gathiruini village, Kiambu, attending Kiawairia Primary School. Gicharu spent his out-of-school hours picking coffee in large commercial farms to help his parents, who were peasant farmers. He walked many kilometers to class every day, a journey he often credits for the resilience that helped him turn a Sh20,000 loan into a regional education empire.

James Mwangi – Nyagatugu Primary School

The face of Equity Group, James Mwangi, had a humble upbringing. Born in Kangema, Murang’a County, Mwangi attended Nyagatugu Primary School while being raised by his widowed mother. Life was not a bed of roses; he witnessed firsthand the daily struggles of his community to make ends meet, which fueled his drive to transform the banking sector for the “unbanked” majority. 

Peter Munga – Tuuthu Primary School

Before he founded Equity Bank (then Equity Building Society), Peter Munga’s education was a “long, torturous walk” through the village. He began his schooling at Nyagatugu Primary but was forced to drop out and return to his village as a destitute during the State of Emergency in 1953. His luck changed when a Catholic priest spotted his potential and offered him a scholarship to attend Tuuthu Primary School. From those classrooms in the tea-growing zones of Murang’a, he eventually built one of Africa’s largest financial empires.

Gideon Muriuki-Kiganjo primary school in Nyeri County

The Co-operative Bank of Kenya CEO Gideon Muriuki has held the title of the highest paid CEO in Kenya for years. He started his formative education at Kaigonde Primary School in Tetu, Nyeri County, before transferring to Kiganjo Primary School in Gatundu South Sub-County, Kiambu County. According to kenyaprimaryschools.com, the public primary school is run by a religious organization. 

Humphrey Kariuki – Gathaithi Primary School

Humphrey Kariuki, the billionaire behind the Great Lakes Africa Energy and The Hub Karen, didn’t start in the city. His academic journey began at Gathaithi Primary School. Growing up as one of 10 children, his early years in the village provided the grit needed to later venture into international markets ranging from London to Dubai. Despite his massive wealth today, he remains a vocal advocate for investing in rural African education.

Maina Wanjigi – Wahudura Primary School

The late billionaire and veteran politician Maina Wanjigi was born in Wahudura Village, Murang’a, in 1931. His formal education started at Wahudura Primary School in 1938. While he eventually attended elite institutions like Stanford and the University of Connecticut, it was the foundation laid in that village school that propelled him into the famous “Airlift Africa” program and a career that spanned both high-level politics and massive business interests.

Chris Kirubi – Naivasha Primary School

While the late Chris Kirubi became the embodiment of Kenyan “glamour” and industrial success, his beginnings were incredibly bleak. Born in the Kongoni area of Naivasha where his father worked for a white settler, Kirubi attended Naivasha Primary School. He was orphaned at a young age and faced extreme poverty, eventually dropping out of secondary school for a period to work so he could pay for his younger brother’s education. His story remains a testament that your starting point in a village primary school does not define your finish line.

For institutional investors, corporate executives, and market analysts, the first quarter of 2026 has already delivered two of the largest cross-border banking acquisitions in East African history.

Here is a breakdown of who is buying, who is selling, and the regulatory mechanics forcing the change as compiled by WoK.

The CBK’s KSh 10 Billion Mandate

The trigger for this massive wave of consolidation is the Business Laws (Amendment) Act, 2024. To insulate the economy against macroeconomic shocks and build lenders capable of financing large-scale regional projects, the CBK overhauled the minimum capital requirements for commercial banks.

Speaking to the press in December 2024, CBK Governor Dr. Kamau Thugge didn’t mince words about his desire to see smaller players get eaten up, 

“We hope that there will be mergers, and in our view, having stronger banks and a robust capital base will enable them to withstand many other risks, including cybersecurity. This is the new way to have a stronger financial presence in the region, and this can only happen if we have banks with a stronger capital base.”

Historically set at KSh 1 billion, the new law mandates a phased, tenfold increase in core capital. Lenders were required to hit KSh 3 billion by the end of 2025, with the ultimate threshold scaling up to a massive KSh 10 billion by the end of 2029.

Appearing before the parliamentary committee on March 25, 2025, the CBK Governor stated that “The banking sector is facing too many risks, and it needs to have a strong capital base to address and mitigate those risks… banks will gradually increase their core capital to KSh10 billion.”

While Tier-1 banks comfortably absorbed this metric, the new threshold placed an immediate countdown on Tier-2 and Tier-3 lenders: either raise billions in fresh equity, merge with local rivals, or allow foreign capital to take over. Foreign institutions sitting on surplus capital have aggressively chosen the latter.

Nedbank’s 66% Takeover of NCBA Group

The most consequential transaction of 2026 thus far is South Africa’s Nedbank Group making a formal move to take control of NCBA Group PLC, Kenya’s third-largest lender by customer base that was under the cusp of the Kenyatta and Ndegwa families. 

On January 21, 2026, Nedbank announced a partial pro-rata tender offer to acquire a 66% majority stake in NCBA. The remaining 34% of the bank’s shares will continue to trade publicly on the Nairobi Securities Exchange (NSE), preserving public market participation.

The transaction values the acquisition at approximately Ksh110 billion (Approximately ZAR 13.9 billion or US$855.5 million), pricing the deal at roughly 1.4x book value.

Shareholders tendering their stock are slated to receive a combination of 20% cash and 80% newly issued Nedbank shares listed on the Johannesburg Stock Exchange (JSE).

In February 2026, Kenya’s Capital Markets Authority (CMA) granted Nedbank a critical waiver, allowing the South African giant to execute this partial acquisition without being forced to launch a mandatory takeover offer for 100% of the company.

For Nedbank, acquiring NCBA—an institution that manages roughly KSh 665 billion in assets and disburses over KSh 1 trillion in digital loans annually—provides an immediate, dominant footprint across Kenya, Uganda, Tanzania, and Rwanda.

West African: Zenith Bank Acquires Paramount Bank

Just one day after the Nedbank announcement, the Competition Authority of Kenya (CAK) cleared another landmark transaction: Nigeria’s Zenith Bank PLC acquiring 100% shareholding of Paramount Bank Limited.

Paramount Bank, a niche Tier-3 lender primarily focused on SME lending, had successfully grown its core capital to KSh 3.12 billion by Q3 2025, beating the immediate CBK interim deadline. However, securing the long-term KSh 10 billion requirement necessitated a strategic buyout.

Zenith Bank, dual-listed in Nigeria and London, utilized capital raised from a massive KSh 32.75 Billion (₦351 billion) public offer in 2024 to fund its East African expansion.

To protect local interests, the CAK approved the 100% acquisition with a strict public-interest caveat: Zenith Bank is legally required to retain all 78 of Paramount’s employees for a minimum of 12 months post-completion.

This acquisition solidifies a growing trend. Zenith joins a rapidly expanding roster of Nigerian lenders—including Access Bank, UBA, and GTBank—that are utilizing acquisitions to secure coveted Kenyan banking licenses and establish Nairobi as a central hub for pan-African digital finance.

What to Expect Next

According to CBK data at the close of 2024, nearly two dozen licensed banks were poised to fall short of the ultimate KSh 10 billion mark without intervention.

As the 2029 deadline approaches, the market should anticipate accelerated M&A activity. For corporate investors, the prevailing strategy is clear: the era of the independent, mid-sized Kenyan bank is closing, making way for an ecosystem dominated by heavily capitalized, cross-border financial titans.

Foremost, 2025 KCSE performance paints a grim picture. Ugh! Out of the 993,226 students that sat for KCSE, only 270,000 scored C+ (plus) and above: to guarantee them direct matriculation into universities for pursuit of degree courses. Of course it’s small 27.2% of the total number of candidates.

Meaning, the remaining whopping percentage of students missed highly-coveted university slots. Through it all, the good news is that there is hope for every grade scored in KCSE. The best book in Jeremiah 29:11 says that God has a plan for all of us. Plan to prosper us, and not to harm us. Plans to give us a future and hope. Then, KUCCPS has a programme for all the KCSE mean grades: Ranging from A to E.

About university qualifications, Form 4 candidates that scooped mean grade of C+ (plus) of 46 points and above, can pursue degree programmes of choice. But must meet cluster requirements: Set of 4 KCSE subjects candidates must have sat for to qualify for degree programmes.

For instance, cluster subjects for a Health Science such as Medicine and Surgery include: Biology, Chemistry, Mathematics or Physics, and English or Kiswahili. Ideally, being that the KCSE mean grade for entry into degree courses is a C+ (plus); it implies that for eligibility purposes, the student should score C+ (plus) and above in every cluster subject.

In instances where Mathematics or Physics, English or Kiswahili can substitute each other; then, the subject that registered highest score contributes to cluster requirements. But that does not mean that the score in Mathematics or English should be less than a C+ (plus). We should always know that Mathematics and English are part of the core-career subjects – influencing qualifications in umpteen ways.

After degree programmes, we shift to Diploma (Level 6), Craft Certificate (Level 5) and Artisan Certificate (Level 4). Qualifications for most Diploma (Level 6) programme is a mean grade of C- (minus) in KCSE, with an exception of Diploma in Nursing in KMTCs calling for mean grade of C (plain). With at least a C- (minus) in Mathematics and D+ (plus) in Biology.

Those opting for Craft Certificate (Level 5) require a mean grade of D (plain) in KCSE and above. As those who score mean grades of E in KCSE are eligible for Artisan Certificate (Level 4). Most of the Diploma and Certificate programmes are available in TVET-recognised institutions such as TVCs, TTIs), ISTs, et cetera. Most Diploma programmes take 2 to 3 years of study. Whereas Craft and Artisan Certificate courses span for 1 to 2 years of study. In addition, students in TVETs are eligible for government grant and support.

Furthermore, looking at mean grades students scoop in KCSE, the veracity of the matter is, it’s misguided for students to write-off themselves because of grades garnered. For there is more into life beyond the game of grades. In that regard, after scoring a particular mean grade, the most important thing is what students do with the grades. No wonder, every student should read Robert Kiyosaki’s magnum opus titled Why A Students Work for C Students and B Students Work for the Government. The main message in that treasure-trove is, average or C Students who are positive and creative, are the ones who carry the torch of capitalism.

Then, life is like a storeyed house with several floors. To ascend to the epic peak, you have two options: Either use a lift or a staircase. In case life gives you the gift of a lift, ascension will be a walk over. Unfortunately, in case life avails the gift of a staircase, the climb to the top will be a long haul: tedious and tiresome. But, the most important thing is aiming higher irrespective of painful and pensive points. Our sagacious elders in Yala where I was born and brought up, used to say; when life gives you lemon, you don’t ask for orange. Instead, you make lemonade.

Meaning, you don’t cry, but try.
So, every Form Four leaver must see rays of bright light and beautiful beacons of hope that prop up people to the tip of the top. It’s seeing and seizing possible opportunities based on grades scored in KCSE. Students who score B (plain) to A (plain) have very vast array of choices. They’re spoilt for choice when deciding on courses to wrestle with. They can also access oodles of merit-based scholarship opportunities in Kenya and beyond.

Consequently, students who scored mean grades C+ (plus) and above; can join and learn in universities. Students that score average mean grades of Cs have chances to pursue Diplomas. Then, students that scored Ds and below can pursue Craft and Artisan certificate courses. Therefore, there is no giving up. God can repair their despair. I mean, of students whose KCSE outcome was bad, making them sad.

Finally, it’s important to note. That those who access success in life don’t just rely on speed, smartness, stamina, strength, radiance or brilliance. Additionally, resilience is a real deal. God avails to all of us time and chance. So, Solomon says in Ecclesiastes 9:11, “The race isn’t to the swift, or the battle to the strong, nor does food come to the wise, or wealth to the brilliant, or favour to the learned; but time and chance happen to them all.

Victor Ochieng’ is a Career Educator. He guides students on making informed career choices. vochieng.90@gmail.com. 0704420232

Litein Boys High School is one of the most populated schools in Kenya. It is the heartbeat of Kericho County when it comes to academic performance and extra-curriculum activities. Many parents desire to have their sons to get admitted here because of its stellar performance.  However, the school has repeatedly made headlines on a negative side due to recurrent cases of student unrest. According to a report by Citizen TV, the students have gone on strike four times in the last three years.

The Principal

The current chief principal is Mr. Richard Sang, a tutor known for his strict nature and commitment to high discipline standards. Mr Sang took over from Julius Mambili in 2023. Previously, he served as the principal in Kaplong Boys HS and Longisa Boys HS.

While some may term him as being a high-handed head, others believe the school must be firm if students are to perform well especially with its mission that seeks to churn out students with desirable societal norms. He works with the Board of Management currently headed by Dr Kemboi and government officers.

September unrest

On 21st September 2025, the students organised one of the most devastating strikes ever to be witnessed in any learning institution in the country. It is reported that the students had been denied a chance to watch the Premier League clash between Arsenal and Manchester City.

The aftermath of the strike left the school in disarray, with defaced classrooms, tattered books and shards of broken glass. The iconic Litein Boys that had taken years of investments had been reduced to ashes.

The students emblazoned a chilling graffiti note addressed to the the principal. The strike left key stakeholders including parents and leaders in disbelief and with different opinions on how the riot could have been prevented. While others believe Mr. Sang’s strict nature could have been the trigger, others opined that students’ indiscipline is primarily caused by poor parenting.

Academic performance 

Under the tutelage of Mr. Sang, the institution has posted above average results. In the 2024 KCSE, the the school achieved a mean point of 7.38, a C+ grade. The school has 3 students score a mean grade of A (plain) while 19 scored A- (minus) and has achieved a positive deviation from the previous year’s results.

In 2023, Litein posted a mean points of 7.10 while in 2022 the school achieved a mean of 7.96, a B- (minus). In 2021, the school has a mean point of 8.34, which was a B- (minus).

History of the School

The history of this giant school is remarkable. It started in the 1930s, not as a boys’ school but as a mission project. The African Inland Mission began to support Kipsigis women with various skills during colonial times. Later, in 1962, the government took it over and by 1964 it became a secondary school.

The school started having students to board at around 1968, with the first Form Four class sitting KCE exams. The dorms were small at first but over years the school has experienced remarkable infrastructural development.

Profile

• School Motto: Mtendee Maulana (Do it for God)
• Mission: To provide quality education through effective and efficient teaching that promotes desirable societal norms.
• Vision: To be a centre of academic excellence.
• Core values: Discipline, honesty, hardwork, ambition and excellence.

Notable alumni

Over the years, Litein has produced many leaders, including Kericho Governor Eric Mutai. When the news of the destruction reached his desk, he was among the leaders who condemned the havoc.

“What is the relationship between being denied to watch a soccer game and raising down millions worth of property?”he posed.

The school’s principal Mr Sang is also an alumnus.

Life in the School

Litein Boys has about 1900 students and sits on 25 acres. It is a full boarding school. The school is organised into various academic and non-academic departments. Among the various academic departments are Mathematics, Languages, Science and Technical. The non-academic departments are sports, boarding and clubs and societies. Some of the clubs include St John’s Ambulance and Scouting.

Success in extracurricular activities

Mr. Richard Sang describes the school as the main ‘epitome of activities in the larger Kericho County and Bureti Sub-County. According to him, the school is blessed with adequate fields and courts, a blessing that sees it selected to host various sporting tournaments. In 2023, the school were the regional runners up in hockey and also reached the county basketball finals.

“We always encourage our boys that we balance both academic and extracurricular activities so that we make them very active and we develop talents,” Sang said in a past interview.

School Fees

The school fee is regulated by the government through the Ministry of Education. As per 2025, the school charges KSh 40,535 per year. This covers tuition and boarding. Parents also spend extra on uniforms and other basics.

Location and Contact

The school is right inside Litein town, Bureti Sub-County, Kericho County. Its postal address is P.O. Box 60, Sotik 20406. It is along the Sotik–Kericho highway, about 20 km from Kericho town.

Challenges

Recurring cases of students’ unrest seem to be an albatross around the neck of the school. Probably, the institution should adapt an open policy and encourage students to speak up and have a chance to be listened. According to Mr. Sang, the recent rise in population has left Litein Boys with a demand in infrastructural development. The school head also says there is an urgent need to have the school erect a perimeter wall as the school is situated right at the heart of Litein town.

Conclusion

Litein Boys remains an institution with remarkable history, pride, and results.The recent strikes shows that the school has to improve on discipline, leadership, student welfare, and communication.

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KMTC recently increased opportunities in Community Health Programmes, and introduced courses such as Diploma in Health Insurance (KMTC) to provide skilled workers for the Universal Health Care Programmes.

They also introduced the Diploma in Mortuary Science course to provide professionally-trained morticians in morgues.

Medical programmes in KMTCs are highly marketable, attracting umpteen applications in every intake for students compared to marketable medical courses in Kenya.

To enhance quality, most of the KMTC programmes are regulated by proficient professional bodies such as Kenya Nursing Council.

KMTC Admission Requirements and KCSE Cluster Subjects

Applicants should ensure that their cluster subjects meet the minimum requirements when applying to KMTC diploma courses and KMTC certificate courses.

For instance, the cluster subjects for health science course offered in KMTCs include: Biology, Chemistry, Physics or Mathematics, and English or Kiswahili.

Meaning, doing the three Sciences — Physics, Chemistry and Biology — gives a student an edge or advantage in career choices.

Some medical courses require foundational knowledge of the three Sciences.

Then, when I write that a course requires Mathematics or Physics, it does not mean that a student can fail and fall flat in Mathematics, but still qualify for a particular course due to the peerless performance in Physics.

Largely, Mathematics is compulsory in all courses, and there is no debate about that for KMTC qualifications.

Diploma Courses Offered at KMTC (List & Requirements)

Getting down to the brass tacks, KMTC diploma courses available in KMTCs include Diploma in Clinical Medicine and Surgery, Diploma in Emergency Medical Technology, and Diploma in Health Counselling.

All of which require a mean grade of C (plain) in KCSE for applicants researching KMTC diploma courses C plain.

For Diploma in Health Records and Information Technology, applicants require C (plain) in English or Kiswahili and a C- (Minus) in Mathematics.

And at least a D+ (plus) in Biology for those searching Diploma in Health Records and Information Technology KMTC requirements.

Diploma in Kenya Registered Health Nursing also has a minimum entry grade of C (plain) in KCSE, and it requires a C (plain) in either English or Kiswahili and Biology.

Applicants must have at least a C- (minus) in Chemistry, Mathematics or Physics to meet KMTC nursing requirements.

Other Diploma programmes include: Diploma in Kenya Registered Nursing and Mid-wifery, Diploma in Kenya Registered Nursing (Mental Health and Psychiatry), Diploma in Medical Engineering, Diploma in Medical Laboratory Science, Diploma in Medical Social Work, and Diploma in Mortuary Science.

There are also Diploma in Nutrition and Dietetics, Diploma in Occupational Therapy, Diploma in Optometry, Diploma in Orthopaedic Technology, Diploma in Orthopaedic and Trauma Medicine, Diploma in Pharmacy, Diploma in Physiotherapy, Diploma in Public Health, Diploma in Radiography and Imaging, and Diploma in Speech and Language Therapy.

These courses and requirements are summarized in the table below:

Diploma Courses & Requirements 

Certificate Courses Offered at KMTC (Entry Grades)

Some of the certificate courses in KMTCs include Certificate in Community Health Assistant, Certificate in Health Records and Information Technology, Certificate in Kenya Enrolled Community Health Nursing, Certificate in Medical Emergency Technician, Certificate in Public Health, and Certificate in Orthopaedic Trauma Medicine.

The minimum entry requirement is a KCSE Mean Grade of C- (minus) for applicants exploring KMTC certificate courses requirements.

D+ (plus) is required for applicants interested in Certificate in Nutrition and Dietetics and Certificate in Medical Engineering for searches like KMTC certificate courses D plus.

Certificate Courses & Minimum KCSE Grades

About the Author and Career Guidance (Choosing KMTC Courses After KCSE)

The writer is an educator — academic and career consultant who offers guidance for KMTC intakes and how to apply to KMTC.

He speaks about Career Choices in Career Fairs and guides Form 2 students on Selection of Subjects.

He guides Form 4 students on Choice of Courses for learners comparing best KMTC courses after KCSE.

vochieng.90@gmail.com. 0704420232

Even for those students who obtained a C+ in KCSE or lower, there is an incredible chance to pursue a successful career through diplomas and certificate programs offered in the health sector.

These opportunities are not only dependable but also provide a decent income and the ability to create a positive change in society.

ere’s a look at some of the best-paying and most in-demand healthcare courses available to students with a KCSE grade below C+

1. Diploma in Medical Engineering

What You Learn: Repair and maintenance of hospital machines and equipment.

Where You Can Work: Public and private hospitals, medical equipment companies, NGOs.

Salary Range: KSh 45,000 – KSh 120,000/month.

Why It Pays Well: Reliable machines are essential in healthcare—your technical expertise is critical.

2. Health Records & Information Technology Diploma

What You Learn: Hospital data, digital systems, and patient file management.

Clinics, hospitals, insurance companies, and research facilities are among the places where you can work.

Pay Range: KSh 40,000 to KSh 100,000 per month.

Why It Pays Well: The foundation of high-quality medical care is accurate health records.

3. Dental Technology Diploma

Making crowns, dentures, and other dental appliances is what you learn.

You can work in private clinics, dental labs, or start your own dental practice.

Pay Range: KSh 50,000 to KSh 130,000 per month.

Why It Pays Well: Both urban and rural areas are seeing an increase in demand for dental services.

4. Diploma in Optical Technology

What You Learn: Helping with eye testing, lens fitting, and product preparation.

Where You Can Work: Optical retailing outlets, eye clinics, vision care non-governmental organizations, hospitals.

Salary Range: KSh 45,000 – KSh 110,000/month.

Why It Pays Well: Eye care is becoming of prime significance in the private and public sector.

5. Diploma in Orthopedic & Trauma Medicine

What You Learn: Fundamentals of trauma care, fracture management, and joint disorders.

Where You Can Work: Emergency departments, orthopedic wards, rehabilitation facilities.

Salary Range: KSh 55,000 – KSh 150,000/month.

Why It Pays Well: Life-saving, highly specialized care is always needed.

6. Diploma in Perioperative Theatre Technology

What You Learn: Assisting surgeries, sterilization, and patient preparation.

Where You Can Work: Surgery facilities, hospitals, mobile medical facilities.

Salary Range: KSh 50,000 – KSh 120,000/month. ###.

Why It Pays Well: Trained theatre technologists are a crucial member of every working theatre team.

7. Diploma in Nutrition & Dietetics

What You Learn: Nutrition counseling, lifestyle disease prevention, and food health education.

Where You Can Work: Hospitals, wellness centers, NGOs, or begin your own consultancy.

Salary Range: KSh 35,000 – KSh 100,000/month.

Why It Pays Well: Growing interest in healthy lifestyles is fueling the need for nutritionists.

8. Diploma in Counseling & Psychology

What You Learn: Trauma recovery, mental health therapy, counseling skills.

Where You Can Work: Schools, hospitals, mental health centers, private practice.

Salary Range: KSh 40,000 – KSh 100,000/month.

Why It Pays Well: Mental health awareness is growing, and counseled counselors are needed more than ever.

9. Diploma in Health Service Support

What You Learn: Infection control, hospital administration, patient care.

Where You Can Work: Dispensaries, health centers, private clinics, rehab units.

Salary Range: KSh 35,000 – KSh 80,000/month.

Why It Pays Well: Hospitals rely on support staff in order to run efficiently and smoothly.

Certificate Courses for Quick Entry

In case your grade is below the required diploma level, certificate courses present a faster route into healthcare careers.

Popular options include:

Community Health

Nutrition & Dietetics

Health Service Support

Where You Can Work: Outreach programs, dispensaries, schools, community health projects.

Salary Range: KSh 25,000 – KSh 60,000/month.

Short Courses & Bridging Programs

The students can also pursue bridging programs to make themselves eligible for upper-level courses or take up short courses of training like:

HIV Testing & Counseling

First Aid & Emergency Response

Basic Life Support (BLS)

Conclusion

A KCSE grade of C+ or below should not limit your career dreams. Kenya’s healthcare industry is full of opportunities for those willing to train, specialize, and serve. These diploma and certificate programs provide a clear path to stable, high-paying jobs that make a real difference in people’s lives.

Initially, there was the Differentiated Unit Cost (DUC) Funding Model for students. Then, Variable Scholarship and Loan (VSL) Funding Model came into existence, where varsity funding is anchored on scholarships, HELB and household contribution. Ideally, there are 8 types of loans offered by HELB.

Undergraduate Loans

It is also known as first-time applicant or subsequent applicant. Offered to Kenyan students joining university and college directly from high school; and have secured placement under KUCCPS. The loan targets degree and diploma students in public and private universities, KMTCs and TVETs. The funding captures tuition and upkeep; depending on the level of need. Repayment starts one year after graduation.

TVET Loans

It is given to students in TVET colleges, approved by the Ministry of Education. The minimum requirement is a mean grade of D (plain) and above in KCSE. The loan covers tuition and partial upkeep.

Post-graduate Loans

It is given to Kenyan students pursuing Masters or PhD, studying locally or abroad. The loan targets students who are done with undergraduate studies. The student must depict proof of admission and academic performance. The loan caters only for tuition, and no upkeep is provided. Repayment begins immediately after disbursement since the borrower is already an adult graduate.

Jielimishe Loans

This is for self-sponsored students. It is given to Kenyan students in self-sponsored programmes in Parallel (Module 2), evening and online classes. It includes undergraduate, masters and diploma programmes. It targets students who are working or not under KUCCPS placement. As part of requirement, there should be proof of income – payslips and guarantors. Repayment begins immediately after disbursement because it is treated as a credit facility.

Afya Elimu Fund

It is given to students studying in medical-related fields; especially in KMTCs, nursing schools or medical training. It partners with USAID and World Bank. The loan targets low-income students; training for health-care roles. It covers tuition and partial upkeep.

TVETA Loans and Bursary

It targets students in public TVET institutions like polytechnics. It combines a loan plus bursary, where some portion is free money. It is available for students who scooped D- (minus) and above in KCSE.

Bursaries

Bursaries are given to orphans, very needy or students from marginalised areas. It does not need repayment. Applicants must provide supporting documents such as death certificate and chief’s letter.

Scholarship Programmes

HELB partners with various organisations like Aga Khan Foundation and KCB Foundation; to offer full or partial scholarships to needy students. The application is separate from regular loan.

The writer rolls out career talks. vochieng.90@90@gmail.com. 0704420232

At just 25, after volunteering at a hospital in Thika Town, Oketch developed a bold idea; to start a medical school.

Though he began under the wings of established facilities like Central Memorial Hospital and later as the founding principal of Thika School of Medical and Health Sciences, it was his eventual step into full ownership that defined his legacy.

In 2016, Oketch founded Tricent School of Medical Science and Technology, a privately owned institution offering diploma and certificate courses in various health disciplines.

Despite skepticism from peers and walking away from a lucrative monthly salary of Sh250,000, Oketch believed in the demand for quality mid-level medical training.

“I was told I was mad to leave a fat salary,” he recalls, “but I had a vision, and I knew the gap in the market.”

Today, the institution operates from five main campuses located in Nairobi West, Juja, Kisumu, Homa Bay, and Thika.

It offers accredited programs through various recognized bodies, including TVET, CDACC, KNEC, KN&DI, NASCOP, ABMA (UK), and ACCA/KASNEB/ABE, ensuring that students receive high-quality education that meets global standards.

Some of the diverse programms at the instititution  include Diplomas in Optical Technology, Orthopedic & Trauma Medicine, Nutrition & Dietetics, Health Records & IT, Community Health, Medical Engineering, Business Management, and Counseling Psychology.

Oketch’s  model focuses on practical training, strong hospital partnerships, and rapid admission of students, especially those who miss placement in public institutions like KMTC.

Beyond growth, Oketch envisions TRicent having campuses in all 47 counties in the coming years.

“My dream is to see Tricent spread its wings across all 47 counties not just as a school, but as a beacon of opportunity for every young Kenyan passionate about healthcare,” says Oketch.

Recently, in a bid to attract more students, Tricent founder Denis Oketch announced a cash prize giveaway of up to Ksh 20,000 through the college’s “Tell A Friend” referral program.

This exciting new initiative, he says, will allow students to earn cash rewards in denominations of Ksh 5,000, Ksh 10,000, and even Ksh 20,000 by referring friends to enroll at the college.

“At Tricent, we believe in not only providing quality education but also empowering our students financially. This program is designed to help them support their education while encouraging them to bring their peers into the Tricent community,” said Oketch.

The second institution for the girl child is named after Sister Irene Stefani Nyaatha (Mother of Mercy). The two fountains of knowledge my pen has pointed out, act as the oasis in the desert in that arid and semi-arid land (ASAL). They provide hope and help. They provide education and exposure. They prop up sons and daughters of Maa.

Actually, you can visit this great county, Samburu, using two alternative routes. One, is through Nyahururu-Rumuruti-Maralal. You can also access Maralal through Isiolo-Archer’s Post-Wamba. Maralal is a special tiny town because it hosts a historic house perched on the epic peak of a small hill. Being part of culture and tradition, the house hums with fond memories.

It is called “Kenyatta House” because it is where Jomo Kenyatta, our founding father was holed up at the sunrise of 1960s. The house is now a state-owned property classified under the Kenya National Museum. As a peripatetic speaker, I once had a jaunt to that gentry joint. No wonder, you can now pore over this traveling tale.

That put aside, my sporadic visits to the two aforesaid schools, made me think a lot about the making of great schools. In my vast experience with several schools across the country, fascinating factors ruled my mortal mind.

Above all, this one sticks out: “Great schools anchor on firm foundations of culture and tradition.” Culture, as our proponents of history put it, is the way of life. Tradition on the other hand focuses on transmission of customs or beliefs from generation to generation. In a heroic book titled Good to Great, Jim Collins discusses why some companies make the leap, and others don’t.

The putative author contends, great companies, as well as organisations and institutions anchor on heroic culture. It is the culture of discipline, cascading down to: Disciplined people, disciplined thought and disciplined action.

Then, culture and tradition is what the legendary Headmaster – the late Edward Carrey Francis focused on at Maseno School – and later at Alliance High School; started in 1906 and 1926 respectively.

That, of course, makes the two boys’ schools to stand out as greatest of all time (GOAT). Alumni of Alliance such as the writer the late Philip Ochieng, son of Otani; had sweet and pleasant tales about their alma mater. Edward Carrey Francis instilled diligence and discipline in his disciples.

Ideally, he was keen to leave indelible marks on their impressionable minds. Edward Carrey Francis had confidence in his learners; he hardly allowed them to drop out of school. For instance, while in Form 3, the late Philip Ochieng became a delinquent adolescent.

He sneaked out of school, boarded a train in Kikuyu Town, and travelled back to Nyanza. In the biography titled The 5th Columnist: A Legendary Journalist, Liz Gitonga-Wanjohi writes that Edward Carrey Francis drove all the way to Awendo in Migori to scout for his student.

We are also told, every Friday, Edward Carrey Francis delivered pep talks to infuse lives of learners with hope and help. Topics for such incisive sessions were wide and broad – touching on morality, Christianity and acceptable code of conduct.

By the same token, it is the same thing Dr. Geoffrey William Griffins focused on at Starehe Boys Centre, a premier school for the boy child started in 1959. The late Prof George Albert Omore Magoha, an alumnus of Starehe Boys Centre, writes in his autobiography titled Tower of Transformational Leadership, in his heydays,

Dr. Griffins was keen to inculcate in boys a culture of hard work and exemplary service. No wonder, the alumni of this school stand out in the market place, as well as in the dynamic world of work. Before Dr. Geoffrey William Griffin went to meet his Maker, he is remembered to have uttered these wise words, “My dear sons, I have had a fruitful and happy life, and I have learnt one great lesson that I would like to share with you. I hope that Starehe will always teach this lesson – for as long as it does so, it will remain a great school.

This world is full of people who do their duty half-heartedly, grudgingly and poorly. Don’t be like them. Whatever is your duty, do it as fully and perfectly as you can. And when you have finished your duty, go on to spare some time and talent in service for less fortunate people, not for any reward at all, but because it is the right thing to do. Follow my advice in this and I promise you that your lives will be happy and successful. May God bless you all.”

Therefore, serious Heads of Institutions (HoIs) think deeply; and settle on wonderful ways of preserving unique aspects of culture and tradition set by the founders of schools.

In case that is not done, then the school easily becomes an ashen shadow of its former self. Things begin going south due to leadership lapse, culture of corruption and lure of lucre. Or mediocrity – acceptance to be on top of the bottom, at the bottom of the top, being first among the last and being the best among the worst.

Without citing classic cases, we have seen some head honchos running down great schools that were once anchored on heroic culture and tradition. It is an open secret. We all know the causes of cultural erosion.

Conversely, for Father Peter Musau of Maralal, the case is totally different. He is a priest who is keen to build an admirable culture and tradition for the two schools he is steering towards the shores of success.

I ascertained that he strives to establish a unique culture for the schools by focusing on riveting rites, rituals and routines. Being Christian schools, a lot of premium is put on spiritual practices like prayer; the best expression of piety. Then, on regular basis, he is keen to explain the meaning of school core-values to both staff and students.

In great schools such as Nova Pioneer, core-values are known as culture principles. They have six of them. Just as Jim Collins advises us to do in his heroic book titled Built to Last, a knowledge hub whose nub is: successful habits of visionary companies.

Again, when you read the special administrative documents of the two schools like the school Strategic Plans, you will meet what he calls: The Pillars of Human Formation: Intellectual formation, human formation, physical formation and psycho-spiritual formation.

This is in tandem with what proponents of Sociology of Education call “Education – A Multi-Dimensional Concept.” Great education does not just focus on formal, informal and formal forms, but also delves deeper into different domains of learning such as the affective, normative, cognitive, dialogical and sociological in their entirety and totality.

This is in order, because students should be informed, formed and transformed. The acquisition of insightful information leads to formation, which triggers transformation – formation while in transit.

As they climb class ladders, there should be some sort of useful change injected in them, which can only be realised if schools become true centres of learning, which is change of behaviour and attitude. Every corner of this country, should have great schools that anchor on firm foundations of culture and tradition. With such trends, we shall convince the conscience of learners that indeed, places do not make people, but people make places.

Travelogue: Chronicles of a peripatetic speaker. vochieng.90@gmail.com. 0704420232

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