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{
    "id": 1050338,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1050338/?format=api",
    "text_counter": 230,
    "type": "speech",
    "speaker_name": "Sen. (Prof.) Ongeri",
    "speaker_title": "",
    "speaker": {
        "id": 124,
        "legal_name": "Samson Kegeo Ongeri",
        "slug": "samson-ongeri"
    },
    "content": "facilities from the ECDE centres. They used them when they were expanding the primary station enrolment numbers and when they came in with the 100 per cent transition. That created a lot of difficulties and problems because they wanted extra space to bring in more children to school who were already at the primary entry level, not at the ECDE, the PP1 and PP2. I think it is good that this mediation has brought some form of order. Why do I say so? These centres have a specification, the environment must be right, the height of the desk must be right and the kind of graphics within the room must be right. These are the features that you cannot run away from because the nature of the ECDE is such that they need that kind of environment to be conducive for proper learning. Without that kind of environment, you can hardly have a conducive learning environment. You can hardly expect these children to pick up anything useful from that kind of setting. As a specialist, I know children’s attention span is very short. They will just shift from one point of element to another. At the end of the day, they will just be rolling moss that gathers nothing. Therefore, what you have done through this mediation is to bring some order and some level of how the system should flow. Obviously, at the centre of this is the question of curriculum. I have always believed and continue believing that curriculum must be a centred system because you cannot allow people to set up their curriculum because you do not know and cannot control the type of materials that are being taught in any of these institutions, whether it is a private institution or public institution. Madam Deputy Speaker, the mediation you have carried out brings about what I call order and sense into the kind of curriculum that must be taught at the PP1 and PP2 levels. The basic education as it were, all the way to the primary and secondary education, transition to the universities and vocational technical training centres. That is why the current CBC curriculum fits in. The basic foundation must be obviously ECDE. Therefore, the curriculum must be run by the Kenya Institute of Curriculum Development (KICD) because they know education policy both at the national and county level. Thus, they are able to match in those interests and bring out a curriculum which is composed and solid; a curriculum that will deliver the interests of the country in the educational sector. I am happy that curriculum has been left to be the centre piece and centre stage of the KICD. We have very fine minds there; very good people who have been properly trained to carry out the curriculum properly. That was the correct thing to do. One of the things I noticed when I was the Minister for Education was there was establishment and mushrooming of the ECDE teacher training colleges. You did know what were their specifications. They did not have any order on the type of people who were being employed and their qualification framework. I am glad one of the negotiations you have carried out is to let the TSC be the centre stage for ensuring that the qualification framework is in place. They can run and supervise the qualification framework, so that this thing is carried out. Obviously, there is a transition from the existing education system to the next level. I do not know how you have made provisions for that transition from the current mixed bag of events. How does the law treat this? I have not had the opportunity to 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."
}