Posts tagged as: student

Form Four Student Shot Dead in Demos After Clash With Police

A Form Four student has been shot dead in Kisumu’s Kondele area after protesters clashed with the police on Monday afternoon.

His body was taken to Jaramogi Oginga Odinga Hospital mortuary.

The man was a Form Four student at Vihiga High School, according to his mother Caroline Okello.

The 18 year-old had gone to “buy ice cream near Kondele roundabout,” she said.

The demos called by Nasa leader Raila Odinga have entered week four today.

More as we get it


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Six Die in School Attack Bloodbath By Expelled Student

Photo: Sammy Lutta/Daily Nation

A survivor from Lokichogio Mixed Secondary School is received at the Moi Teaching and Referral Hospital in Eldoret town on October 14, 2017.

By Sammy Lutta

An angry student on Saturday shot dead six of his colleagues and a security guard in Turkana in a deadly revenge mission that lasted three hours after he was expelled from school due to indiscipline.

Abraham Lochor, said to be from South Sudan, sprayed bullets on fellow students at Lokichoggio Mixed Secondary School at 4am as they were sleeping, killing five of them on the spot and injuring another 18. Another student died later while being treated at a hospital in Lodwar.

The attacker, who led another four armed men, had first shot dead the school’s guard, a Kenya police reservist who tried to repulse him and his accomplices, before they entered the classrooms where the boys were sleeping.

In a deadly turn, angry residents pulled Lochor out of a police station at Kakuma refugee camp and lynched him last evening.

The attack is said to have happened between 1am and 4am, but students who spoke to the Sunday Nation said the police arrived at the school at around 5am.

The boys slept in classrooms as there is no dormitory in the school for them. The attackers were said to have moved from one classroom to another picking those who were not in good terms with Lochor and shooting them on the spot.


In a cubicle where the girls slept, two were raped and shot. One of the girls succumbed to gunshot injuries in hospital.

The classrooms were on Saturday splattered with blood, evidence of the painful struggle the students who were shot underwent in the hands of the murderous gang.

Eight of the 22 injured students were airlifted to Moi Teaching and Referral Hospital for specialised treatment.

On Saturday, some of the students who survived the heinous attack recounted how they narrowly escaped death as the killer squad sprayed bullets at them.

At the girls dormitory, Christine Emuria and Leah Akai, both in Form Two, were traumatised after witnessing their colleagues being shot at.

Christine said she heard gunshots in the night near the school gate but brushed it off.

More on This

‘Expelled’ Student Kills 6 at a Kenyan School

Six Killed as South Sudanese Gunmen Attack School

GUN SHOTS”I thought it was the school guard who was firing at a bandit or a thief because the area is prone to banditry,” she said.However, minutes later, the gunshots intensified. She said they were terrified but they could not do anything because they did not know what was happening.The attackers soon stormed their cubicle and attacked them, raping two of them.”Two of the attackers came straight to our dormitory and started firing at our cubical where we were sleeping on the floor, just after switching off the main switch. One of them stabbed a girl on the buttocks with a knife while two other girls were raped after being ordered to remove their clothes. They later fled,” said Christine as tears rolled down her cheeks.She said she was lucky not to have been struck by the bullets but some of her friends were shot.FLEDThe attackers then fled.They had attacked the boys before, picking their targets one by one and shooting them.Joseph Lokaale, 20, a Form Two student, said he was among the students who were being targeted by Lochor.He was traumatized as he peeped through the window where six students were spending the night before the unfortunate incident. He says that he was the target but failure to deliver a bank slip saved his life.”I am one of the students here at Lokichoggio Mixed Secondary School and I am among those students who were being targeted by the killers. The ring leader was one of us and he is in Form One while I am in Form Two. He had been suspended but vowed to return to burn the school or do anything worse,” said Lokaale.He said he knew Lochor in 2009 while serving terms at a prison in South Sudan.PRISON”He left me in the prison after four months as I continued to serve my sentence until March 2010,” said Lokaale, adding that Lochor had been imprisoned for assault while he had been found guilty of attacking a Sudanese People Liberation Army vehicle.He said he was later released and joined the school in 2015. He said he recognised Lochor immediately they bumped into each other in the school.”At the school, I was doubling up as a kitchen manager. One day as students were coming to take their food, I told him that he was familiar to me and that I had seen him in a South Sudan prison. He told he knew me but did not want to be in a hurry to tell me,” said the student.Lokaale said Lochor had told him that he was an SPLA soldier before joining school. The school, which was opened last year and had admitted only Form One and Two students, is just a kilometre from Kenya’s border with South Sudan.He said he knew he was one of those being targeted as he had defied an order not to reveal that Lochor was a soldier before.SUSPENDEDTurkana County Police Commander Ronald Opili said Lochor led a group of four that was on a mission to kill any student he had crossed paths with before he was suspended from school a few weeks ago.He said that after the attack, the killers escaped and headed to Kakuma refugee camp, some kilometres away. “We tracked the assailant and located him at Kakuma where security officers arrested him and took him to the police station. Angry members of the public stormed the police station and got hold of the boy, stoned him before lynching him,” Mr Opili said last evening.The student is said to have issued threats to teachers and students after he was suspended but no action was taken in the wake of the threats.Turkana County Commissioner Seif Matata said the attacker had made it clear that he was going to avenge his suspension.”He was heard telling fellow students that he would burn the school or do something more serious,” the county chief said.The other three attackers were yet to be identified and they remained large. But police said they had launched a massive search for them. It was not clear whether anyone from the school reported the threats. The school’s principal yesterday said he was too traumatised to speak about the attack.

Moi University Students Protest Over Alleged Rape of Colleague

By Wycliff Kipsang

Moi University students on Sunday condemned an incident where a security guard at the campus is accused of raping a first year student.

The incident is said to have taken place on Friday night and was reported on Sunday morning.

The accused guard was arrested and detained at Kesess Police Post while the victim was taken to one of the hospitals in Eldoret town for treatment.

While confirming the incident, Eldoret South OCPD Abduba Waqo said the suspect will be arraigned in court on Monday to face charges of rape.

Led by their leader Mr Towett Ng’etich, the students condemned the incident, warning that cases of sexual abuse against female students were on the rise at the institution.

Towett said that the guard, who is supposed to protect students as his job stipulates, turned against his call of duty and sexually assaulted the helpless student.


According to Mr Towett, the accused sought sexual favours from the student so as not to report her to the management for coming back to college past midnight, contrary to the campus regulations.

“After the guard threatened to report the victim to the university administration for coming to campus late, he took advantage of the student’s dilemma to rape her,” said Towett.

Following the incident, student leaders issued a 24-hour notice to the university administration to address the issue, failure to which the threatened to deal with security personnel at the campus.

Students union secretary general Remmy Mwalo said they would mobilise students to flush out all security guards in the campus should the university administration fail to address the issue.


Mwalo said that there was urgent need for the university management to address insecurity within the institution.

In 2015, a female student at the same campus was raped and killed while coming from evening studies in the library within the campus.


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University of Nairobi Closed Indefinitely

By Ouma Wanzala

University of Nairobi has been closed indefinitely and students ordered to vacate halls of residence by Tuesday 9am.

The university Senate resolved to close the institution due to security concerns, the Director of Corporate Affairs John Orindi said.

“We will announce when the institution will re-open,” said Mr Orindi.

The development comes in the wake of last week’s protest by students which left 27 of them injured.

Last Thursday, the students engaged the General Service Unit riot team in running battles as they protested the arrest of Embakasi East MP Babu Owino.

A former student leader, Paul Ongili alias Babu Owino was arrested and faced various charges including subversion and uttering abusive words.

Police raided the Nairobi campus to quell the protests and were accused of not only beating up students brutally but also demanding money before releasing them.

Last night a handful of students staged protests demanding for the resignation of the Vice Chancellor Professor Peter Mbithi.

The students carried placards and chanted, “Mbithi must go!”

Student leaders of the university are divided.

One faction is advocating for demonstrations to remove the VC from officer while another faction is seeking for a resolution of their grievances through dialogue.


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Africa: Technology Can Help Kids Learn, but Only If Parents and Teachers Are Involved

Photo: The New Times

A pupil of Kimisagara Primary School uses a laptop during class. The new app will help parents keep track of their children while at school.

analysisBy Yashwant Ramma, Mauritius Institute of Education

Educational psychologist Dr Benjamin Bloom wanted to understand how people learn. So in 1965 he and his colleagues created Bloom’s taxonomy: a system for identifying, understanding and addressing learning. They came up with a system that’s composed of two elements: thinking and the ability to apply knowledge, and then feelings and emotions.

When a student learns about gravity, the cognitive elements would include knowledge and understanding of the concept of a force pulling an object towards the Earth; acceleration, mass and so on. The moment the student has developed understanding, she would be in a position to apply (psychomotor) – the acquired knowledge and skills in new situations. For example, she might want to see what would happen if something different was done to the same object – would it experience the same acceleration?

This learning process doesn’t happen in an isolated context. It takes place during interactions with peers and teachers – what the model refers to as the affective domain. That is the elements of learning that affect emotional development. Elements of interest, motivation and values would help the student to appreciate the discussion and value the ideas as well as encourage her to develop social skills appropriate to working in groups. Eventually, development of this domain benefits broader communities and society as a whole.

Some researchers claim that integrating technology into teaching and learning improves students’ grades. Others argue that technology makes little difference to how students perform because traditional approaches to teaching still predominate.

A lot of research in this area has focused on technology as a tool. But what is the value of technology as a medium to encourage interactions between parents, teachers and students – tapping into the affective domain – and ensure that students construct knowledge?

Myself and other academics from the Mauritius Institute of Education and London’s Brunel University wanted to know how technology could be used to transform the teaching and learning process into an innovative, interactive environment that promotes students’ cognitive development driven by the affective domain. So we embarked on a study that attempted to build a case for incorporating the affective domain in the teaching and learning of physics using technology.

A space to develop the affective domain

The study was carried out in two phases: exploratory and evaluative. The evaluative phase confirmed the findings made in the exploratory phase.

The exploratory phase involved one teacher, 22 students (all 13 and 14 years old) from a coeducational school situated in Mauritius’ central region and 19 parents.

In the evaluative phase 31 students from an all-girls’ school (in the same region as the first school), 15 parents and one physics teacher participated.

We developed a framework called the Pedagogical Technological Integrated Medium. It is founded on a well-documented framework, TPACK, which was created to facilitate the use of technology in schools. Our framework helps learners to create knowledge and develop an understanding of physics through interactions between teachers, students and parents.

We created an interactive website to monitor how parents, teachers and students were engaging with the framework. The site encompasses a series of home tasks (parent-student and parent-teacher interactions), in-class tasks (student-teachers) and out-of-school activities (parent-student-teacher interactions).

For instance, students used the website to consolidate their existing knowledge of measurement as a concept in physics. They did this in collaboration with their parents before attending classes.

The experiment showed that learners benefited enormously from the approach we had adopted. By creating the affective domain through interactions with their parents (at home) and teachers (at school), the students were able to construct physics knowledge. The added dimension was that we used technology as a medium to meet this end.

Benefits of our approach

The framework was well received by students, parents and teachers. One parent told us:

I was happy that my daughter was discussing with me and I encouraged her to complete all the tasks and to tell me if she had any difficulty.

Students said they wanted to do more activities and be provided with more notes on the website because this would help them “to learn better”. One said,

I would like to try it first before learning it [the concept] at school.

The teachers were also happy. One said that, “the activities contained in the web lesson have helped me to understand in which specific areas students hold misconceptions”. The teacher also hailed the chance to “innovate in my teaching”.

Integrating the affective domain into our model has shown the potential of key educational stakeholders – parents, students and teachers – to collaborate. The teacher established a network with parents and learners and used the insights gained to construct her interactive lessons.

The schools we worked with are planning to use the website to sustain the interaction that’s been developed between teachers, students and parents. We also plan to get more schools in Mauritius using this system.

The affective domain matters

Our study has provided evidence of a change in students’ attitudes: they claimed to be interested, motivated and better prepared to learn new concepts in class.

It’s been known for a long time that educational technology can offer opportunities for cognitive development in learning science. We’ve now proved that this isn’t sufficient unless the affective domain forms an integral part of teaching and learning when technology is integrated into the process.

Disclosure statement

Yashwant Ramma receives funding from Mauritius Research Council.

Why Unpaid Care Work Is a Thorny Issue in Women Empowerment

opinionBy Donah Mbabazi

Joseline is a single mother employed in a restaurant in Kimironko. The mother of two wakes up at 4am to prepare her children for school. This includes preparing breakfast, bathing and dressing them up. By 6.30am she leaves home with the children and walks them to the bus stop before she proceeds to her workplace where she works till 5pm. This is her daily routine as she struggles to raise her children into responsible adults.

Like Joseline many women find themselves in this dilemma of juggling unpaid care work and paid work to make ends meet.

However, women activists have warned that this life style is a stumbling block in women empowerment efforts. This concern was also highlighted in a recent survey conducted by ActionAid Rwanda in partnership with Institute of Development Studies in Huye and Musanze districts. The survey indicated that women still bear the burden of unpaid care work, a factor that has continued to create a gap in women empowerment.

Unpaid care work includes endeavours that nurture others, for instance cooking meals, taking care of children, collecting firewood and water, and cleaning the house, among others.

Results from the research showed that rural women spend most of their time on unpaid care work compared to men. According to the findings women spend an average of seven hours daily on unpaid care work while men spend an average of only an hour.

Whereas for paid work, a woman spends an hour and a man spends three.

Why do women still bear the burden?

Evelyn Shema, a gender activist, says this all stems from African culture which sets women to be the ones to solely do that kind of work.

She says society tends to view it as normal for women to spend hours on unpaid care work regardless of whether one is employed or not.

Shema, however, believes that with a number of innovations, such stereotypes will finally be overcome and women will achieve the empowerment they deserve.

“The time will come when we will be able to create various projects that can help ease this burden on women. Access to modern equipment like bio gas can be availed to ease work when it comes to cooking instead of using firewood,” she says.

Shema is also of the view that there must be dialogue in the family about unpaid care work, where it is required to measure the value of those activities for the benefit of the family as an entity.

Annette Mukiga, a gender equality activist, shares a similar perspective, saying that women continue to bear the brunt of unpaid care work and that this in some way affects the potential of women both economically and socially.

She points out the issue of the mindset, which is the failure to recognise this kind of work as productive, and men’s reluctance to get involved, as some of the factors that contribute to this burden for women.

“If we were to put on a scale what both a man and woman do in a day you will find that the line of women is very long. Men have time to rest which isn’t the case for women,” Mukiga says.

Mukiga believes that this has a lot to do with how we have been brought up, but times are changing and this ought to change too.

She says that though unpaid care work is necessary, there is the overwhelming need for it to be recognised and for a certain mindset change because it’s a burden, yet most men are not involved in the care work.

“I understand we have been brought up with such mentalities, we need to engage men and help them understand, this way, they will be able to contribute to alleviating this burden that women carry,” she suggests.

“A change in mentality is the way to go. This kind of work needs to be valued and recognised because it actually contributes a lot to the households,” Mukiga says.

Regarding government intervention, Mukiga believes that there is need to put policies that recognise this contribution made by unpaid care since it greatly contributes to society.

She also brings out the ‘Gross Domestic Product’ factor saying that a lot would be contributed to it if only unpaid care work was given monetary value.

Mukiga continues to call on women to be the change they want to see.

“You know change starts with you and me. It starts at home, in the way we bring up our children.The change at individual and societal levels will help us ease the burden women face in terms of unpaid care work,” Mukiga says.

Are stakeholders doing their part?

Francoise Uwumukiza, the president of National Women Council, says that there are policies in place, for instance, encouraging a man to understand what it means to work as a couple. There is also the introduction of Early Childhood Development Centres that help women have care givers for their children as they take on their daily work.

She says that overcoming this burden will ensure eliminating certain challenges, such as women lagging behind in economic empowerment.

Just like Shema and Mukiga, Uwumukiza puts the large scope of the blame on patriarchal societies where domestic care work is reserved for women.

“Immersing their lives in unpaid care work entirely reduces their chance of fully participating in paid employment. Some actually find it hard to look for employment opportunities,” she says.

Uwumukiza believes that it is such factors that greatly contribute to wrangles in a home because if one side is treated unfairly, there are bound to be disputes.

“Domestic work that is not shared brings lasting effects that ripple through the home leading to vices like gender-based violence,” she says.

Uwumukiza adds, “There is need for replacement of unpaid care work, with this; women will be freed to explore all their potentials.”

She applauds the effort of the government that is trying to lessen this burden.

“There are initiatives to extend water near households and install biogas facilities, as all this reduces on the tasks of women in the household,” she says.

Uwumukiza also believes that re-distributing chores amongst the household members, including men, is another sure way of lessening the burden.

Jean Bosco Murangira, the director of women economic empowerment at the Ministry of Gender and Family promotion, says there is advocacy for all institutions to have mandatory gender-based services, this allows involvement of women in public works.

He also points out different activities that are carried out at the village level and that these help with sensitisation.

“Evening Parents Forum/Umugorobaw’Ababyeyi creates room for family members to discuss issues affecting them and on top of this, it also serves as a way of tackling socio-cultural norms,” he says.

Murangira reiterates Uwumukiza’s view on the approach of ‘engaging men’ explaining that it sensitises men to share the workload, hence reducing women’s effort.

“The National Employment Programme-kora Wigire under its three core pillars of: skills development, business and entrepreneurship development and labour market interventions where it’s clear that women and girls should benefit by at least 40 per cent in all the programme interventions, also acts as support for women in terms of their development,” Murangira says.

How can the burden of unpaid care work on women be reduced?

Gender equality has always been a priority in our country; however, women still face some constraints. This issue of unpaid care work should mostly be handled at the household level since it is where the problem is actually. Wives should be in position to enjoy equal rights with their husbands.

Adella Mukampazimaka, Housewife


Sensitisation on the role of unpaid care work should be encouraged to help overcome stereotypes that hinder women’s development. It is hard for a woman to do all that kind of work and still find time to engage herself in income generating activities.

Beatha Mukarurangwa, Shop attendant


Men should be team players; I think this is where the biggest problem is. If they do agree to help their spouses I am sure the burden of unpaid care work will be solved once and for all.

Eunice Mukarwego, Farmer


Men should understand that women are counterparts. What women and men do complement each other; hence the need to share responsibilities, so women shouldn’t be left alone to carry this burden.

Elvis Izabayo, TV Presenter


People should be educated on the impact that unpaid care work has on society. Its impact is invaluable, hence, there is need to recognise this more so by family members.

Kismat Uwamwiza, Student


Different forums held at the village level should be used as a platform to engage both men and women on this issue. I believe this cannot change overnight but with continuous effort, it will finally be eliminated.

Moi Girls’ Fire Victim Buried as Mourners Lash Out at Ministry

By Barack Oduor

One of the victims of the recent Moi Girls School dorm fire has been laid to rest as the Education ministry came under attack.

Hawa Awuor Aziz, one of the nine students who perished in the September 2 disaster, was buried in Ng’oche village in Rachuonyo North, Homa Bay County on Saturday.

One of the parents, Mr Philip Onyango accused the Ministry of Education of laxity in addressing such incidents.

“Ministry of Education should act to prevent deaths, which are resulting from constant school fires,” Mr Onyango said during the burial.


He equally pinned the blame on poor parenting.

“Parenting of today is key to all of us. If the suspect was brought up well, we could have not lost this young life,” Mr Onyango, whose daughter is in Form Three at the school, said, urging the ministry to guarantee safety of students in boarding schools.


Additionally, Karachuonyo MP Adipo Okuome said wayward students should be reined in to avert such occurrences.

“[The] Ministry of Education has made it difficult for teachers to punish errant students by banning caning,” he said.

He asked Cabinet Secretary Fred Matiang’i to come up with a permanent solution to perennial school fires.

For example, the MP said the suggestions made by a government-led taskforce regarding safety of learners should be implemented.


Teachers described Aziz as an outgoing student who loved calligraphy.

Mourners called on for justice.

Her mother, Judy Aziz, said her daughter was diligent and wanted to be a lawyer.

“[….] You have left a permanent scar. I expected to see you join a law school but all is in vain,” she said.

Her father Aziz Juma asked God for solace.

“I could not believe that my daughter was dead but I finally came to know it was real. God provided us with strength during this difficult moment.”


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Short Kenyan Film Wins First Oscar

Photo: WatuWote.AllOfUs/Facebook

Watu Wote

By Hilary Kimuyu

A Kenyan film inspired by a terrorist attack on a Mandera-bound bus in December 2015 has become the first film shot in the country to win an Oscar.

The story line of the film Watu Wote, by three German students who had to camp in Mandera for several months, is based on the terrorist attack in which Muslims shielded Christians from Al-Shabaab attackers by offering them their Islamic attire to disguise themselves.

Katja Benrath from Hamburg Media School won in the student narrative category of the Student Oscars, and now the film can be submitted to the main Oscars for next year.

Led by production manager Tobias Rosen, the film makers intended to show the world that terrorism is not about religion but about a few individuals with ill motives.

The film Watu Wote is inspired by a terrorist attack on a Mandera-bound bus in December 2015.

Two people were killed and several others injured during the December 21, 2015 bus attack.

Loice Anyango, the only Christian lady on board on the fateful day, was given Islamic clothing by Muslim ladies to disguise herself as a Muslim.

A primary school teacher who was injured during the attack while fighting for the Christians succumbed to bullet injuries while undergoing treatment in Nairobi.


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Form 4 Student Arrested After He’s Found With Gun in School

By Barack Oduor

A-17-year old Form Four student is in police custody in Homa Bay County after he was found in possession of an illegal firearm.

The student at Orero Secondary School was found with a pistol on Tuesday evening after his colleagues raised the alarm.

Homa Bay OCPD Esau Ochorokodi told journalists that the student was brandishing the firearm to his colleagues before the school administration was alerted.

Mr Ochorokodi said the student first denied that he was in possession of the gun but after a two-hour interrogation by police officers, he led them to a nearby bush where he had hidden the weapon.

“The student hid the weapon outside the dormitory. He would only retrieve it when he wanted to coerce his colleagues to submit to his demands,” said Mr Ochorokodi.


Upon examination of the pistol, the officers found out that it is of a type that is rarely used in the country, prompting questions on how the student obtained it.

The investigators told Nation that the pistol is an American type, and is not licensed to be used in Kenya.

The student revealed to the investigators that he had obtained the firearm from a relative who is living in the United States.

“The student told us that a relative who is living in the US had gifted him with the pistol,” said Mr Ochorokodi.

Despite investigators finding out that the gun had no bullets, the school administration and students were thrown into panic, prompting the questioning of more students over the gun discovery.

The principal of the school, Mr Dickens Bula, said they received the hint about the gun from students who claimed that one student had been threatening to shoot them with the gun.


“We received complaints from students who said one of them was threatening to shoot whoever failed to meet his demands,” said Mr Bula.

It is said the student was using the gun to extort money and food stuffs from fellow students.

The student is waiting to be charged with illegal possession of an unlicensed firearm at the Homa Bay Law Courts.

The discovery of the gun from the student has raised concerns on the safety of students in schools across the country.

The Homa Bay Police boss said they are also investigating how the student managed to get into the school with the firearm despite checks at the gate when schools open.

He cautioned parents with firearms at home to be careful on how they keep them.

“All weapons at home should be kept under safe custody to minimize injuries especially on children,” he said.


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Death Toll From Moi Girls Fire in Nairobi Rises to Nine

By Ouma Wanzala

The death toll from the fire that razed a dormitory at Moi Girls High School, Nairobi has risen to nine.

Education Cabinet Secretary Fred Matiang’i on Monday said one more girl who was fighting for her life at Nairobi Women’s Hospital succumbed to her injuries on Sunday.

The death of the student and leaves two students in the intensive care unit.

Dr Matiang’i added that all students in the school had been accounted for, dismissing notion that some students are unaccounted for.

“While at the school I directed that all students must only leave school in the company of their parents,” said Dr Matiang’i.


During the Saturday fire incident, 51 students were injured and were taken to Nairobi Women’s Hospital with various degree of injuries.

A total of 40 students were treated and immediately discharged while 11 were admitted with three of them having serious injuries.

Eight students died on Saturday following the fire incident.

At the same time, Dr Matiang’i said the fire was an arson attack and not an accident, without giving more details.


Police, he said, are narrowing down on suspects in their investigations and action will be taken once they are complete.

The school’s parents association Chairman Charles Odhiambo said doctors will continue reviewing the conditions of students who are still admitted to hospital.

Mr Odhiambo said among those who were injured is the school guard who was bravely involved in the rescue activities.

“We wish to condole with the families who lost loved ones and the affected parents are receiving counselling at the school with the help of professional counsellors including Kenya Red cross,” said the chairman.

He went on, “The school’s management has been in touch with all the necessary arms of government and investigations are currently ongoing to establish the cause of the fire.”

Mr Odhiambo said the students in the affected dormitory lost all their belongings in the fire and the school will advise on the kind of help needed .


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