KCSE 2024 HISTORY AND GOVERNMENT

ANALYSIS OF KCSE PAPER ONE:311/1 OF 2024

MISUKUHO HISTORY JOINT SECRETARIAT
311/1MS
SECTION A(25 MARKS)
1. Name two groups of the Luo who moved into Kenya before the 19th century. (2 marks)
(i) Luo Abasuba.
(ii) Joka Omolo.
(iii) Joka Owiny.
(iv) Joka Jok.

FORM :1
CHAPTER : 4 EMERGENCE OF KENYAN COMMUNITIES UPTO THE 19TH
CENTURY

Advice to teachers and candidates

This question was first set in KCSE2014PP1Q18A. Since then, it has never been reset
until 2024. Candidates who wrote Jok Jok, Jok Omolo etc scored 0 mark.
You are advised to ensure you master all sub groups of the Kenyan communities with
their correct spellings. These include Highland Nilotes/Kalenjin Speakers; Plain
Nilotes, River Lake Nilotes, Western Bantus, Coastal Bantus, Highland/Mount
Kenya/Central Bantus; Eastern Bantus, Eastern Cushites; Southern Cushites and sub
groups of the Mijikenda.
2. State the main function of the council of elders among African communities in Kenya
during the pre-colonial period. (1 mark)

(i) To settle disputes among the people.

FORM :1
CHAPTER : 4-SOCIAL, ECONOMIC AND POLITICAL ORGANISATION OF
KENYAN COMMUNITIES DURING THE 19TH CENTURY

Advice to teachers and candidates

This question was first set in KCSE 2011PP2Q7.The question only required a single
response. The Main. Candidates who wrote other responses like maintaining law and
order scored 0 mark.
3. Identify two crops which were introduced by the Portuguese at the Kenyan Coast.
(2 marks)
(i) Cassava.
(ii) Maize.
(iii) Groundnuts.
(iv) Pawpaws.
(v) Guavas.
(vi) Pineapples.
(vii) Sweet potatoes.

FORM :1
CHAPTER :6-CONTACT BETWEEN EAST AFRICAN COAST AND THE
OUTSIDE WORLD

Advice to teachers and candidates

This was a unique question that has never been set before. Candidates and teachers are
advised to revise all parts of the syllabus.
4. Give one economic cause of conflicts in the family. (1 mark)
(i) Conflict over land.
(ii) Conflict over finances/money.
(iii) Conflict over property.

FORM :1
CHAPTER : 4 NATIONAL INTEGRATION
Advice to teachers and candidates
This was a unique question that has never been set before. A question almost related to
this was set in KCSE2017: 311/1PP1Q7 where candidates were asked to identify one
political factors which causes conflict in Kenya. Teachers are advised to take candidates
through a variety of application questions like social causes of conflicts in the family.
5. Name the commission which was set up to streamline education in Kenya immediately
after independence. (1 mark)
(i) The Kenya Education Commission/The Ominde Commission.

FORM :4
CHAPTER : 5 SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS
AND CHALLENGES IN KENYA SINCE INDEPENDENCE
 Advice to teachers and candidates
Questions asking students to identify education commissions appointed by the
Government of Kenya to review education system since independence were set in
2010PP1Q10 and 2016PP1Q9. Candidates and teachers of History are advised to study
education commissions and understand their specific/unique recommendations. For
instance, in 2011PP1Q16 and 2020PP1Q13, candidates were asked to identify the
education commissions that recommended the introduction of 8:4:4 system of education
in Kenya. Similarly, in 2021ppq16 students were asked to identify the commission that
recommended cost sharing in education sector in Kenya.
6. Outline one right of the youth which is enshrined in the Constitution of Kenya.
(1 mark)
(i) Right to access employment opportunities.
(ii) Protection from harmful cultural practices.
(iii) Access to relevant education and training.
(iv) Right to association/representation.
(v) Right to participate in social/political/economic activities.

FORM :2
CHAPTER :8 DEMOCRACY AND HUMAN RIGHTS

Advice to teachers and candidates

This question was first set in 2017PP1Q9………where candidates were asked to state
the ways in which the bill of rights promotes the interests of the youths in Kenya. The
most popular responses were right to employment and right to education. Teachers and
candidates are advised to go through ways in which the bill of rights promotes the
interest of the old members of the society, persons living with disabilities, arrested
persons, detained persons, and children among others as outlined in the syllabus.
7. Name two types of democracy. (2 marks)
(i) Direct/pure.
(ii) Indirect/representative.
(iii) Consensual.
(iv) Constitutional/liberal.

FORM :2
CHAPTER :8 DEMOCRACY AND HUMAN RIGHTS

Advice to teachers and candidates

 This question has appeared a number of times in KCSE examinations:
2007PP1Q8/2018PP1Q8 AND 2023PP2Q9.
Rejected Responses
In KCSE 2023PP2Q9 candidates were asked to list two types of democracy, the marking
scheme of that year stroked indirect democracy with other names;
Parliamentary/Participatory Democracy and given another type of democracy as
Presidential Democracy, in 2024, the responses were rejected/missed in the marking
scheme.
Candidates who wrote Parliamentary/Participatory democracy as a response and
Presidential democracy as a second response were marked wrong, and therefore scored
0 marks, though they were marked right in 2023PP2Q9. An interesting response that
has never appeared in the past marking schemes was response number (iii), Consensual
Democracy

8. Give the main method of administration used by the British in Kenya. (1 mark)

(i) Indirect rule.

FORM :3
CHAPTER :2 ESTABLISHMENT OF COLONIAL RULE IN KENYA
Advice to teachers and candidates
This was a unique question that has never been set before in 311/1. However, questions
related to this was set in KCSE 2020PP2/1996PP2/2021PP2. Teachers and candidates
are advised to ensure the systems of administration as used by the British and the French
in their respective colonies are well elaborated. The persons who initiated the systems
of administration should be known.
9. Name the commission that created boundaries of the White highlands in Kenya. (1 mark)

(i) The Carter commission.

FORM :3
CHAPTER :4 SOCIAL AND ECONOMIC DEVELOPMENTS DURING THE
COLONIAL PERIOD IN KENYA
Advice to teachers and candidates
This was a unique question that has never been set before. It was viewed as the most
difficult question in section A. Many candidates failed to give the correct response.
Unique wrong/irrelevant responses given included Delamere Commission, the
Devonshire Commission, The Hilton Young Commission etc.
10. State the main reason why the Kenya African Democratic Union was formed in 1960.
(1 mark)
(i) To represent the interest of the minority groups in Kenya.

FORM :3
CHAPTER :5POLITICAL DEVELOPMENTS AND THE STRUGGE FOR
INDEPENDENCE IN KENYA(1919-1963)
Advice to teachers and candidates
This question was set in KCSE 1998PP1/2012PP1Q12/2018PP1Q16. This was a
question that demanded only one response: The Main: Which was
protecting/representing the rights/interests of the minority in Kenya. Teachers and
candidates are advised to study political parties/organisations formed after 1945 to 1962
including KAU, KANU and APP with a view of understanding their founders,
objectives and challenges.
11. Give two reasons for the formation of the Taita Hills Association. (2 marks)

(i) To protest against taxation.

(ii) To protest against the kipande system.
(iii) To fight against land alienation.
(iv) To resist destocking policy.
(v) To protest against forced labour.

FORM :3
CHAPTER :5POLITICAL DEVELOPMENTS AND THE STRUGGE FOR
INDEPENDENCE IN KENYA(1919-1963)

Advice to teachers and candidates

This question was last set in 2002PP1Q7. A related question to this was also set in
2014PP1Q8 and repeated in 2022PP1Q8 where candidates were expected to give
similarities in the demands/grievances of the Taita Hills Association and the Ukamba
Members Association to the Colonial Government.
Students and candidates alike are hereby advised to have a vivid study of the early
political associations with a view to understanding their founders, common
characteristics they had, challenges they faced, overall achievements and their unique
grievances/demands to the colonial government
12. State two characteristics of the trade unions formed in Kenya during the colonial period.
(2 marks)
(i) They were formed along racial lines.
(ii) They were formed by those in employment.
(iii) They were formed by educated elites in urban areas.
(iv) Thy existed where there was money/wage earning labour force.

FORM :3
CHAPTER :5POLITICAL DEVELOPMENTS AND THE STRUGGE FOR
INDEPENDENCE IN KENYA(1919-1963)

Advice to teachers and candidates

This was a unique question that has never been set before. Students and teachers alike
are advised to update their notes with the above characteristics.
Rejected Response
Though in the course books, the following characteristic was rejected/missed in the
marking scheme:
That
(i) Artisans and labourers were not allowed to join the associations.

13. Name one arm of the county government in Kenya. (1 mark)

(i) County Assembly

(ii) County Executive

FORM :4
CHAPTER :7 DEVOLVED GOVERNMENT

Advice to teachers and candidates

This was a unique question that had never been set before. Students and teacher alike
are advised to understand the main role and the roles of each of the two arms of the
county government. For instance in 2022PP1Q, candidates were required to identify the
institution that makes laws at the county level.
14. Stat two factors that undermined harambee philosophy in Kenya. (2 marks)
(i) Embezzlement/misappropriation/misuse of the harambee funds.
(ii) Negative attitude of the citizens/forced contributions.
(iii) Abuse of the harambee spirit.
(iv) High poverty levels among the people/inability to contribute.
 FORM :4
CHAPTER :4 NATIONAL PHILOSOPHIES(OF KENYA)

Advice to teachers and candidates

This question was a new one that had never been set before. Some responses in the
course books were rejected and include:
A. Harambee activities have been used by government officials, politicians and
organizers to buy/influence voters during elections.
B. Harambee is used to stage public shows between the haves and have nots.
C. Public servants have been barred from playing an active role by the Ethics and
Public Servants Act.
D. Incomplete projects due to shortcomings of the funding

15. Outline two functions of the Attorney General in Kenya. (2 marks)

(i) He/she is the principal legal advisor to the national government.

(ii) Represents the national government in court.
(iii) Appears as a friend of the court in civil proceedings where government is not
involved.
(iv) Promotes/protect/uphold the rule of law/defend public interest.
(v) Is a member of the Cabinet.
(vi) Drafts government bills before they are tabled in Parliament.

FORM :3
CHAPTER :8 FORMATION, STRUCTURE AND FUNCTIONS OF THE
GOVERNMENT OF KENYA

Advice to teachers and candidates

This question was set in 1996/2000/2004PP11Q16/2005PP1Q24A. Candidates are
reminded that upholding the rule of law was stroked with defending public interest.
Only those who wrote that the AH is the legal advisor to the national government were
awarded. Candidates who wrote that the attorney general is the advisor to the national
government scored 0 mark. It was argued that there are many advisors to the national
government/President including economic advisors/political advisors etc and therefore
the legal aspect had to be brought up.
16. Give two features of the Africa socialism in Kenya. (2 marks)

(i) Political democracy/freedom to exercise democratic rights.

(ii) Mutual social responsibility.
(iii) Allows various forms of ownership.
(iv) Equity in use/distribution of resources.
(v) Progressive taxation.
(vi) Diffusion of ownership.

FORM :4
CHAPTER :4 NATIONAL PHILOSOPHIES(OF KENYA)

Advice to teachers and candidates

This is a very popular question as per the KCSE pat papers. The question was set in
2009PP1Q17/2015PP1Q16/2017PP1Q21A/2018PP1Q22B.
The following responses which were marked right as per the 2019PP1Q22B marking
scheme were rejected this time round/missed in the 2024 marking scheme.
a) It emphasized equal job opportunities for all Kenyans regardless of one’s
tribe, religion or background.
b) To provide the needed social service eg education and health which were
inadequate.
c) Emphasized the need for mixed economy to improve production and the
living standards of the people.
d) Progressive Africanization of the economy which would be achieved
without harming/disrupting it.
e) Emphasized the freedom from discrimination and exploitation of
resources.
f) Emphasized on social justice and respect for human dignity.

17. Give one external source of revenue for the national government. (1 mark)
(i) Loans/external borrowing.
(ii) Grants.
(iii) Foreign aid/donation.

FORM :4
CHAPTER :8 PUBLIC REVENUE AND EXPENDITURE IN KENYA
 Advice to teachers and candidates
This question was first set in KCSE 2011PP1Q17 where candidates were required to
give two external sources of government revenue in Kenya. Candidates and teachers are
advised to understand the sources of government revenue and be able to classify them
into internal and external sources. Under taxes which is an internal source of
government revenue, candidates and teachers are advised to study direct and indirect
taxes levied by the national government of Kenya
(KCSE1996/2006PP1Q17/2022PP1Q24B.

SECTION B(45 MARKS)

18. a) Name five Bantu communities which settled in Kenya during the pre-colonial
period. (5 marks)

(i) Taita.
(ii) Mijikenda.
(iii) Pokomo.
(iv) Akamba.
(v) Agikuyu.
 (vi) Ameru.
(vii) Aembu.
(viii) Mbeere.
(ix) Abaluhya.
(x) Abagusii.
(xi) Abasuba.
(xii) Abakuria.

FORM :1
CHAPTER : 4 EMERGENCE OF KENYAN COMMUNITIES UPTO THE 19TH
CENTURY

Advice to teachers and candidates

This question was unique and general. Our course books have classified Bantus into
Eastern Bantus, Central/Mount Kenya/Highland Bantus, Coastal Bantus and Western
Bantus. Candidates are reminded that Eastern bantus are both Central/Mount
Kenya/Highland Bantus and the Coastal Bantus. Many candidates performed well as
the responses were varied.

Interestingly, candidates who wrote Kisiis/Luhyas/Kikuyus/Kurians/Kambas/Merus

were marked right. Students and teacher are however advised to stick to the
unique/traditional names of the communities as highlighted in the scheme above.
In the past, the following areas have been tested on Bantu communities:
Eastern Bantus-20217PPQ18A
Western bantus-1999/2012/2016
Highland babtus-2022pp1q1

You are advised to classify Nilotic communities in Kenya as River Lake Nilotes,
Highland Nilotes/Kalenjin speakers and the Plain Nilotes. Similarly, candidates are
advised to classify appropriately the Cushitic communities in Kenya as Southern
Cushites and the Eastern Cushites.
 b) Explain five effects of the settlement of the Bantus in Kenya up to the 19th century.
(10 marks)
(i) It led to conflict/wars between the original inhabitants and the new comers.
(ii) It led to cultural interactions as they adopted some cultures of the communities
they found.
(iii) It led to population increase/pressure in the areas they settled.
(iv) It led to spread of iron working technology in the areas they settled since they
were specialized in the technology.
(v) Trading activities intensified as the Bantu communities exchanged/traded their
items/goods with other communities.
(vi) It led to displacements of some weak communities by the Bantus for they could
not resist them/where the Bantus were stronger than them/redistribution of
population.
(vii) It led to intermarriages between Bantus and other communities.
(viii) They introduced/spread agricultural practices in the areas they settled, because
the Bantus were agriculturalists/farmers.
(ix) Led to assimilation and absorption of the neighbouring communities by the
Bantus.

FORM :1
CHAPTER : 4 EMERGENCE OF KENYAN COMMUNITIES UPTO THE 19TH
CENTURY
Advice to teachers and candidates
Many candidates performed well in this question. It was popular among candidates. You
are advised to note that population redistribution and displacement are stroked as one.

19. a) Identify five economic activities of the Cushites in the 19th Century. (5 marks)

(i) Pastoralism/livestock keeping.

(ii) Trade.
(iii) Fishing.
(iv) Hunting wild animals.
(v) Craftsmanship.
(vi) Crop farming.
(vii) Gathering wild fruits/roots.
(viii) Iron working.
FORM :1
CHAPTER : 5 SOCIAL POLITICAL AND ECONOMIC ORGANISATON OF
KENYAN COMMUNITES UPTO THE 19TH CENTURY
Advice To Teachers And Candidates
This was a popular question having been set in 2022PP1Q18B: Economic activities of
the Mijikenda and 2023PP1Q18B: Economic activities of the Luo. Note that in
2009PPP1Q3, candidates were asked to identify the main economic activity of the
Cushites. Other years when a question on economic activities of the Kenyan
communities was set is as follows:
2005PP1Q3-Plain Nilotes
2006PP1Q3-Abagusii
2011PP1Q181-Borana
2015PP1Q4-Akamba
2017P1Q3-Maasai
2019PP1Q4-Akamba

On response (iii) in the marking scheme, a candidate was supposed to write fishing.
Candidates who wrote fish farming were penalized as fishing and fish farming are
completely different. Additionally, students who wrote farming as an economic
activity were penalized as it is too general.
b) Describe the social organisation of the Nandi during the pre-colonial period.
(10 marks)
(i) The family was the basic social unit comprising of the father, mother and
children.
(ii) The community was organized into cans which were made up of related
families.
(iii) They believed in ancestral spirits which acted as a link between them and their
God.
(iv) They believed in supernatural being/God/Asis who controlled their destiny.
(v) They poured libations to the spirits to appease them.
(vi) They practiced circumcision of both males and females to promote them into
adulthood.
(vii) They had age set organisations which was made up of those who were initiated
at the same period/age mates/celebrated saket apeito ceremony.
(viii) They had medicine men who cure their diseases in third community.
(ix) They were religious as they had diviners/prophets/rainmakers who conducted
worship services/sacrifices.
 (x) They had a council of elders whose main function was to settled disputes among
people.
(xi) They practiced polygamous marriage which was exogamous in nature.
(xii) They had special places of worship/shrines.

FORM :1
CHAPTER : 5 SOCIAL POLITICAL AND ECONOMIC ORGANISATON OF
KENYAN COMMUNITES UPTO THE 19TH CENTURY
Advice to candidates and teachers
This was the most difficult question to mark. Scoring a full tick to get 2 marks was a
daunting task to some candidates. Being an open ended question, candidates are
encouraged to give as many responses as possible as examiners are bound to mark all
the responses and award a maximum of 10 marks
Responses that received a single tick/score
 Thy believed in one God.
 Circumcised their boys.
 Circumcised their girls.
 The initiated their boys and girls.
 The family was the basic social unit
Brief responses that earned a double score
 Believed in one God called Asis
 Circumcised both boys and girls
 Marriage was polygamous
 Marriage was exogamous in nature

20. a) State five factors that promoted the development of the Indian Ocean Trade.
(5 marks)
(i) The existence of the monsoon winds
(ii) Political stability at the coast
(iii) Existence of enterprising merchants
(iv) Availability of trade items
(v) High demand for items from the coast
(vi) Availability of credit facilities from the Indian banyans/Arabs
(vii) Accessibility of the coast by the sea
(viii) The presence of natural harbours
(ix) Existence of local trade among the Africans
(x) Knowledge of boat making/marine technology
FORM :1
CHAPTER :6-CONTACT BETWEEN EAST AFRICAN COAST AND THE
OUTSIDE WORLD
Advice to candidates and teachers
This question was set in 2008PP1Q18A and 2010PP1Q19B. It had varied and simple
responses. It was a popular question among candidates.

b) Explain five reasons for the decline of the Portuguese rule at the Kenyan Coast.
(10 marks)
(i) Frequent attacks by the Oman Arabs leading to the seizure of Fort Jesus
(ii) The Portuguese were weakened by the attacks by the Zimba warriors who were
warlike/cannibalists.
(iii) The Portuguese had inadequate officials who were not sufficient to administer
the territories/Portugal was a small county to provide/supply enough soldiers.
(iv) Annexation of Portugal by Spain diverting Portuguese attention from the Coast.
(v) There were sustained/constant attacks by the ottoman Turks/Persians/Arabs
thereby weakening the Portuguese rule.
(vi) Tropical diseases like malaria weekend the Portuguese administrators/soldiers
making them less effective in their work.
(vii) The Portuguese officials were corrupt/greedy/ruthless, thus provoking hostility
from the local people.
(viii) Delayed reinforcement from Portugal made it difficult for the Portuguese to
suppress/quell rebellion effectively.
(ix) Decline of the Indian Ocean trade denied them revenue to support their rule.
(x) Portuguese faced stiff competition from British/Dutch/French hic reduced their
profit.
(xi) Here were constant rebellion against the Portuguese from locals which
weakened their control/rule.
FORM :1
CHAPTER :6-CONTACT BETWEEN EAST AFRICAN COAST AND THE
OUTSIDE WORLD
Advice to candidates and teachers
This question was set in 2008PP1Q18A and 2010PP1Q19B. It had varied and simple
responses. It was a popular question among candidates.
21. a) Highlight five responsibilities of a citizen of Kenya. (5 marks)
(i) Paying taxes
(ii) Participating in development projects
(iii) Avoiding corruption
(iv) Ensuring proper use of public/private finances/property/resources
(v) Protecting life
(vi) Working hard/honestly
(vii) Protecting/conserving the environment
(viii) Participating n democratic process
(ix) Maintain valid documents eg ID cards/passport
(x) Participating in public meetings
(xi) Taking care of the welfare of others
(xii) Obey the law of the country
(xiii) Protecting the aw/reporting the law breakers
(xiv) Promoting good morals

FORM :1
CHAPTER :7-CITIZENSHIP
Advice to candidates and teachers
This was a popular question as candidates were required to give political, social,
economic or civic responsibilities of a Kenyan citizen as highlighted above. It was a
question lifted word by word from KCSE 2005PP1. In the past, it was a question mostly
tested in section C
A question similar to this was tested in 2011PP1Q22B where candidates were expected
to explain six civic responsibilities of a Kenyan citizen.

Candidates are advised to able to classify responsibilities of a Kenyan citizen into

political/social/economic/civic responsibilities.

Rejected response
Though highlighted in the course books as social responsibilities (KLB Book 1 Page,
the following responses were not among the ones included in the marking scheme and
therefore candidates who wrote them score 0 mark:
(i) Promoting gender sensitivity/equality e.g. in education and politics.
(ii) Promoting good health practices e.g. protection from infections.
(iii) Helping in emergencies/disasters e.g. floods/famine/fire/earthquake.
 b) Explain five functions of the Kenyan National Commission on Human Rights.
(10 Marks)
(i) To promote respect for human right/develop a culture of human rights in order
to uphold human dignity.
(ii) To monitor/investigate the observance of human rights so as to report alleged
abuses.
(iii) To promote gender equality/equity so as to facilitate mainstreaming in national
developments.
(iv) To receive complains about human rights abuses and take necessary action to
curb violations/abuses.
(v) It makes recommendations to the state organs to improve on human rights
observance in the country.
(vi) It ensures compliance with obligations under treaties/conventions related to
human rights.
(vii) It researches on conduct of state/administration regarding matters of
prejudice/impropriety on human rights abuse.
(viii) It gives the report on the state of affairs on human rights violations in the
country/share information with UN agencies.

FORM :2
CHAPTER :8 DEMOCRACY AND HUMAN RIGHTS
Advice To Candidates And Teachers
This was the most unpopular question for candidates in section B. Many candidates and
teachers expected the question to appear in section C
A similar question to this was first set in KCSE 2014pp1q23b which read: Explain five
functions of the Kenya National Commission of Human rights.

Missing responses
The following responses, though appeared in the KCSE MARKING SCHEME OF
2014, they were missing in the 2024 marking scheme.
(i) To promote protection of human rights in public and private institutions.
(ii) To take steps and secure appropriate redress where human rights have been
violated.
(iii) To formulate and implement programmes intended to create public awareness
of the rights and obligations of citizens.
 SECTION C (30 marks)

22. a) Highlight three levels of conflicts in Kenya. (3 marks)

(i) Between groups.
(ii) Between individuals.
(iii) Between individuals and groups.
(iv) Between groups and state.
(v) Between individuals and state.
(vi) Between states.

FORM :1
CHAPTER :8 NATIONAL INTEGRATION
Advice To Candidates And Teachers
This was the most popular question for candidates in section C. It has never been set
before. It was a unique question tested for the first time. Many candidates score full
marks. The response of conflict of communities against communities which is
highlighted in our KLB course book 1 was stroked with response one in the marking
scheme.

b) Explain six solutions to the challenges faced by the Judiciary in Kenya.(12 marks)
(i) Provision of legal education to members of the public/officials for effective
service delivery.
(ii) Improvement of terms and conditions of service for judicial officers to boost
their morale.
(iii) Recruitment of more judicial officers to reduce the backlog of cases in the court.
(iv) Establishment of more courts in all parts of the country to ensure access to legal
services.
(v) To increase budgetary allocation to finance court programmes/operations
effectively.
(vi) Digitalization of court processes for decongestion of courts/cost effectiveness
to avoid manual process which takes a lot of time.
(vii) Involving other bodies/civil rights groups on supporting the independence of the
judiciary.
(viii) Weeding out corrupt judicial officers or setting up committee to monitor their
conduct.
 (ix) Revitalizing/strengthening the office of the ombudsman who receives/act on
complains from the citizens.
(x) Lowering court fees to make it affordable to citizens.
(xi) Review the penal code to make it relevant/responsive to the changing times.
FORM :3
CHAPTER :8 FORMATION, STRUCTURE AND FUNCTIONS OF THE
GOVERNMENT OF KENYA
Advice to teachers and candidates
This question has never been set before. In KCSE2015PP1Q23B: Candidates were
asked to: Explain six problems facing the judiciary in Kenya. Many candidates derived
the solutions to challenges faced by the judiciary from the challenges.
Candidates are advised to understand challenges facing various agencies of government
and derive possible solutions thereof. These include challenges and solutions to
challenges facing Correctional Services, NIS, Police Service, and Kenya Defense
Forces, county governments etc.
23. a) Give the composition of the executive arm of the National Government of Kenya.
(3 marks)
(i) The President.
(ii) The Cabinet Secretaries.
(iii) The Deputy President.
(iv) The Secretary to the Cabinet.
(v) The Attorney General.
(vi) The Public Service/Civil Service.

FORM :3
CHAPTER :8 FORMATION, STRUCTURE AND FUNCTIONS OF THE
GOVERNMENT OF KENYA
Advice to teachers and candidates
This was a popular open ended question. Many candidates score all the 3 marks. Those
who wrote Vice President as response (iii) were marked wrong as the new Kenyan
constitution dully recognize a Deputy President and not Vice President as before.
This question was last tested in 2006 as under:
KCSE 2006PP1Q23A: What is the composition of the executive arm of the
government in Kenya? (3 marks)
Candidates are advised to master composition of various government
agencies/organs/departments/Commissions. These include the composition of the
Supreme Court, National Assembly, Senate, County Assembly, Cabinet etc.
 b) Explain six advantages of parliamentary supremacy in Kenya. (12 marks)
(i) It allows citizens to participate in governance through their representatives.
(ii) It enhances checks and balances through constructive criticism by the
opposition.
(iii) It provides training ground for leaders as they deliberate on matters affecting the
country.
(iv) It creates harmony in the country as it works together with other arms of
government.
(v) It is flexible that an emergency situation, it can appoint/form a committee to
handle the crisis.
(vi) It allows for regular elections where citizens are given an opportunity to elect
their representatives/electorate given a chance to reject leaders who are not
performing.
(vii) It legitimizes/approves decision taken by the government.
(viii) It is responsive as the cabinet secretaries are answerable to parliament/instill a
sense of responsibility in the executive.
(ix) It give citizens a chance to participate in national political leadership.

FORM :3
CHAPTER :8 FORMATION, STRUCTURE AND FUNCTIONS OF THE
GOVERNMENT OF KENYA
Advice to teachers and candidates
This was the most unpopular question in section C. Many candidates were unable to
score full mark. Majority exhibited lack of content. It was a new question that had never
been set before by KNEC. Candidates and teachers alike are advised to study all
concepts in the syllabus
24. a) State three functions of the County Assemblies in Kenya. (3 marks)

(i) They receive/approves plans/policies for the county

(ii) They exercise oversight role over the county executive
(iii) Hey make laws to govern the county
(iv) They approve budges for the counties
(v) They represent the interests of the people in the county
FORM :4
CHAPTER :8 DEVOLVED GOVERNMENT

Advice to teachers and candidates

This was a popular question. Many candidates’ score full marks. The question has never
been set before except in 2022pp1 when candidates were asked to name the institution
that makes laws at the county level.
Rejected response
The following response though in the course books was missing in the KCSE marking
scheme ad candidates who wrote it as a response were marked wrong:
(i) To sermon any person to appear before it for the purpose of giving evidence
or providing information.
Merged responses
The following responses though appearing in the course books independently as two
different points, they were merged under point (i) in the scheme and candidates who
wrote both responses scored only one mark:
(i) Receive and approve plans and polices for the management and exploitation
of the county resources.
(ii) To receive and approve plans and policies for the development and
management of county infrastructure and institutions.
Candidates are advised to update their notes with KCSE/KNEC backwash reports
and marking schemes

b) Discuss six ways through which county governments promote agriculture.

(12 marks)
(i) They provide extension services such as pest control methods/veterinary
services/best faring practices.
(ii) They improve/construct infrastructure/roads to ease transportation of
agricultural produce
(iii) The establish markets for agricultural produce in their counties
(iv) They construct livestock sale yards where farmers sell their livestock.
(v) They control animal plant diseases through vaccination of pesticides/insect ides
(vi) They promote fish farming through the establishment of fish ponds
(vii) They create cooperative societies which assist in production /marketing of
agricultural products/subsidizes the cost of production
(viii) They promote animal welfare through licensing/caring of animals/provision of
burial sites
 (ix) They construct/maintain county abattoirs/slaughter houses

FORM :4
CHAPTER :8 DEVOLVED GOVERNMENT
Advice to candidates and teachers
This was purely an application question. Many students attempted this question.
Majority did not score full marks. The course books, KLB and Evolving world did not
elaborate much on how county government promote agriculture.
It must be noted that the course books emphasized more on the general functions of the
county governments and not how a specific function works
Teachers are hereby advised to ensure they teach ways in which county governments
promote agriculture, health, education, control pollution, control of drug abuse etc.
This analysis is done by the MISUKUHO HISTORY JOINT
SECRETARIAT@2024