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The first day you step into a school is the start of the long journey to the examination room. Everyone will agree with me that the term ‘examination room’ makes many people shiver. My workmate was in driving school within the town, and one week to the examination room made her feel like she was going to meet a panel of the most prominent people on the planet. She reduced in size the reason being that she was having an examination in a couple of days. I know this happens to everyone who goes to school so, are you the type of student who fears examination? Or does the term examination raise ‘butterflies’ in your stomach?

If the term examination raises worries in your life, then there is something you are not doing right. For you to be set for an exam you need to pretend that you are an instructor instead of a student. You need to make sure that your notes are organized, the readings done, and you have studied for the exam. Dreading the ordeal? Here’s a trick good students use to get ready:

Step 1: Identify the most significant parts of the course. Not everything is equally important. Begin with the most important areas.

Does the course syllabus or outline include goals for the course? There’s your first clue. Review them to remember what your instructor thinks is crucial. Look at the course outline and think about what actually went on. If your history teacher spent three weeks discussing factors that led up to the American revolution, it’s a good bet that the exam will have a similar focus.

Now turn to your notes. If you’ve been faithfully making notes in lectures, the number of pages on each topic will give you a hint about the importance of each area.

Your last crucial source for identification of key points is your textbook or other assigned readings. Don’t read them again now! Your purpose in this step is to develop a rough map of the territory, not to explore all the highways and byways. Scan the titles and chapter heads to remind you of some of the most significant areas.

Priorities and policies outlined in the First Medium Term Plan: 2008 – 2012 Kenya Vision 2030 (2005), programmes under Education, Research And Training component are designed to stimulate growth and development of critical human resources set to transform Kenya into a middle class society. ERT anchored on a strong science and technology foundation with TIVET (Technical, Industrial, Vocational, and Entrepreneurship Training) and university education is set assume prominence in the curriculum delivery. The First Medium Term Plan (2008 – 2010), 2005 underscores the necessity of expanding and strengthening tertiary institutions so that they can comprehensively address the pressing human capital needs.

Vision 2030 reveals the magnitude of wastage in the transition from secondary to university education. It is noted with concern that although secondary school enrolment has risen from 112,229 in the 2006/2007 academic year to 118,239 in 2007/2008 academic year, the passage to university was a minimal 3 percent – of which 31 percent are girls; this transition rate is below the expected 15 per cent target for 2012.
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More than 4,201 pupils were forced to repeat the class 8 in Bureti District in the year 2009. Making the shocking revelations, the District Education Officer (DEO) Willaim Okumu said head teachers had employed uncouth methods of forcing students to repeat classes. He said the exercise had resulted in having 21-year olds seating in standard eight, a situation he said was not good. He urged head teachers to consider the number of times a student had repeated classes and their age before subjecting them to a repeat in standard 8.

“Some candidates are too old to be in our institutions of learning,” he said. “These 21-year pupils in your primary schools are young adults. When in their classes, consider
that you are talking to a fellow adult and not a student. They know the price of shaving kits!” He told a gathering of head teachers who met for postmortem after Bureti District performed dismally in last year’s KCSE.