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{
    "id": 1028104,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1028104/?format=api",
    "text_counter": 140,
    "type": "speech",
    "speaker_name": "Sen. (Dr.) Milgo",
    "speaker_title": "",
    "speaker": {
        "id": 13174,
        "legal_name": "Milgo Alice Chepkorir",
        "slug": "milgo-alice-chepkorir"
    },
    "content": "learning and explore innovative approaches to promote equity. However, teacher training colleges and TIVET institutions would be allowed to reopen from September, 2020. In the meantime, the delivery of the curriculum and continued learning through virtual and distance learning programmes is facing numerous challenges and appears to be poorly designed to cater for all the learners due to their varied needs and abilities. The learning timetables are not accessible and time allocated is inadequate. There is unequal distribution of subjects and all lessons are covered by the virtual and distance learning programmes. Mr. Speaker, Sir, a recent report by the Directorate of Quality Assurance and Standards in the State Department of Early Learning and Basic Education indicates that majority of parents and guardians are not at the forefront of their children learning at home. While quality of supervision of virtual learning by teachers is low, there is limited or no communication between the learners and teachers or schools and assessment of learners is slow. Prolonged closure might escalate school dropout rates and early pregnancies. Available evidence indicates that during economic shocks, many school children, especially girls may shift their activities towards purely income generating activities to support their households. Mr. Speaker, Sir, as you are aware, in Kenya more than 1.6 million school children in marginalized areas and urban poor rely on regular school feeding and nutrition services. With the continued closure, these children could already be nutrient- deficient, vulnerable and at risk. Virtual and distance learning programmes are also invariably placing a heavy burden on parents and guardians with many struggling to support children in their new learning environment, often juggling between supervision, their own work and house chores. The COVID-19 crisis, therefore, has exposed challenges and disparities facing the educational sector. The net effect of these challenges is that the gap in education and socio-economic quality would be aggravated which could affect the learning and life chances of many children in the country. Mr. Speaker, Sir, while it is critical to suppress the virus, there is need to ensure that there is support for continued learning in the country and measures must be taken to guarantee continued learning while protecting the learners and teachers. However, some serious concerns have also been raised as to what are the basic principles and conditions that should be met before we restore some form of face to face education for all learners once schools reopen. Which segments of students and teachers if not everyone, should schools reopen for? What health and safety measures should schools adopt on reopening? One of the most critical questions is whether reopening schools will lead to a resurgence of infections among learners, staff and broader community. Mr. Speaker, Sir, research evidence indicates that the timing of school reopening should be guided by the best interest of the child and overall public health considerations, based on an assessment of the associated benefits and risks and informed by cross- sectoral and context-specific data, including education, public health and socio-economic factors. The electronic version of the Senate Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Hansard Editor, Senate."
}