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KNEC: KENYA NATIONAL EXAMINATION COUNCIL
www.knec.ac.ke

OUR HISTORY

Our History

1980

Establishment of Knec

KNEC was established under KNEC Cap 225A following breakup of the East African Community. The single system of education, the 7-4-2-3 was examined. Exams offered were East African Certificate of Primary Education (EACPE) East African Certificate of Education Examination (EACE) East African Advanced Certificate of Education (EAACE).
1985

Begining of 8-4-4

8-4-4 system was adopted. CPE became KCPE while KCE became the KCSE. First KCPE Examinations are administered first time.
1988

Harmonization

Sessional Paper No.6 of 1988 emphasized on coordination and harmonization of the examinations and certification of all national examinations for school and post school training institutions except the universities. It also adopted the exiting examination syllabuses and award regulations for the examinations. The EACPE became the Certificate of Primary education (CPE), the EACE became the Kenya Certificate of Education (KCE) and the EAACE became the Kenya Advanced Certificate of Education (KACE).Business and Technical Examinations are administered first time.
1989

KCSE

First KCSE exam was held while last Kenya Advanced Certificate of Education (KACE) held which KCSE replaced.
2007

ECDE

ECDE Examinations are administered first time.
2010

DTE & SNE

DTE & SNE Examinations are administered first time.
2012

New Knec Act

KNEC Act No. 29 of 2012 replaces KNEC Cap 225A of 1980.
2015

Knec Gazette

KNEC Examinations Rules were gazetted.
2017

Revision

KNEC Act No. 27 of 2017



Our Mandate

The mandate of KNEC is outlined in Section 10 of KNEC Act No. 29 of 2012 as to

  • Set and maintain examinations standards
  • Conduct public academic, technical and other national examinations within Kenya at basic and tertiary levels
  • Award certificates or diplomas to candidates in such examinations. (Such certificates or diplomas, shall not be withheld from the candidate by any person or institution)
  • Confirm authenticity of certificates or diplomas issued by the Council upon request by the government, public institutions, learning institutions, employers and other interested parties
  • Undertake research on educational assessment

  • Advice any public institution on the development and use of any system or assessment when requested to do so, and in accordance with such terms and conditions as shall be mutually agreed between the Council and the public institutions
  • Promote the international recognition of qualifications conferred by the Council
  • Advice the Government on any policy decision that is relevant to, or has implications on the functions of the Council or the administration of examinations in Kenya
  • Do anything incidental or conducive to the performance of the preceding functions

  • Our Core Functions

    • Develop examination policies, procedures and regulations
    • Develop national examinations
    • Register candidates for the KNEC examinations
    • Conduct examinations and process the results
    • Award certificates and diplomas to successful candidates
    • Conduct research on educational assessment
    • Carry out equation of certificates and diplomas issued by other credible examining boards
    • Conduct examinations on behalf of foreign examination boards
    • Advise the Government on matters pertaining to examinations and certification.

    • Our Core Values

      • Accountability - Responsible for decisions and actions, including stewardship of public resources and performance through clarity of responsibilities and roles;
      • Integrity - Committed to acting in an honest, fair, accountable and transparent manner in all our operations;
      • Team spirit - Embrace collaboration both within the Council and with all partners in the provision of services
      • Professionalism - Committed to the highest levels of achievement obtainable through competence and critical skills;
      • Inclusiveness - committed to embrace equity in relevant KNEC operations
      • Quality customer service - Putting the Customer first and offering services that exceed customer expectations
      • Innovativeness - Committed to creativity in delivering on the core mandate and responding to changing market demand.

      National Assessment System for Monitoring Learner Achievement (NASMLA)

      Introduction

      The Sessional Paper No.1 of 2005 on “A Policy Framework for Education, Training and Research” recommended, among other things, the establishment of a National Assessment System for Monitor Learner Achievement (NASMLA) in basic education. Consequently, the Ministry of Education established the National Assessment Centre (NAC) and domiciled it at KNEC.

      The National Assessment Centre was mandated to carry out National Assessments/Monitoring Learner Achievement (MLA) studies under the NASMLA Framework, which was developed in 2007. The studies have been complementing public examinations (KCPE and KCSE) by assessing the performance of the school system rather than individual learners. In this regard, studies not only assess learners’ acquisition of the knowledge, skills and attitudes stipulated in the national curriculum, but also provide insights into the factors that impact upon learner achievement with a view to allowing for appropriate interventions. 

      Goals of NASMLA

      The overriding goals of the NASMLA are to:

      • evaluate the education system at various levels of basic education; and
      • provide empirical evidence to policy makers to allow for formulation of appropriate interventions.

      Objectives of NASMLA

      NASMLA aimed to:

      • assess learning achievement in basic education;
      • assess the effect of educational inputs on the expected learning outcomes.
      • provide a basis for curricular review; and
      • periodically monitor the acquisition of set competencies in basic education.