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{
    "id": 1092261,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1092261/?format=api",
    "text_counter": 18,
    "type": "speech",
    "speaker_name": "Hon. Speaker",
    "speaker_title": "",
    "speaker": null,
    "content": "Hon. Members, Standing Order 225(2)(b) requires the Speaker to report to the House any petitions, other than those presented by a Member. Further, Article 119 of the Constitution provides for the right of any person to petition Parliament to consider any matter within its authority, including petitioning the House to enact, amend or repeal any legislation. In this regard, Hon. Members, I wish to report to the House that my office has received a petition signed by Ms. Mary Njoki of ID No. 0582470 and Mr. Isaac Njoroge of ID. No.13406495 on behalf of their minor children, Mary Wanjiru Njoroge and Boniface Muriithi Maina, respectively. The petitioners, who sat for the Kenya Certificate of Primary Education (KCPE) Examinations in the 2020 class, claim that an extensive analysis of results of the KCPE 2020 examination that was released on 15th April 2021 is indicative of a pattern of possible manipulation of results that skewed the general performance in favour of candidates from public schools at the detriment of candidates from private schools. Hon. Members, the petitioners state that although learning during the academic year preceding the examinations was largely disrupted by the COVID-19 pandemic, private schools heavily invested in ICT and deployed alternative learning methods, including online classes, which ensured that candidates from private schools were better prepared for the KCPE examinations as compared to those in public schools, that lacked capacity to ensure seamless continuity of the learning process. The petitioners were therefore puzzled that contrary to the logical expectation, the 2020 KCPE results were skewed to reflect better performance of public schools and a drastic drop in the performance by candidates from private schools. Hon. Members, the petitioners have attached progress reports to demonstrate that the marks they were awarded at KCPE reflected a drastic negative deviation from the average scores they and their colleagues in private schools had been posting in continuous assessment tests, including the assessment done by the Kenya National Examinations Council (KNEC) after resumption of learning post-COVID-19 to ascertain the state of preparedness of candidates to sit for KCPE examinations. Indeed, they aver that, even the KNEC in its report on ‘Monitoring Learner Achievement at Class 7 Level Primary School Education’ admitted that pupils from private schools achieved higher mean scores in all subjects than their counterparts in public schools. Hon. Members, the petitioners are concerned that the process of marking and release of KCPE examinations lacks transparency and is shrouded in mystery due to the limitation imposed on the right to access information by Section 42 of the Kenya National Examinations Council Act. Further, the petitioners are faulting Rule 19 of the Kenya National Examinations Council (Marking of Examination, Release of Results and Certification) Rules, 2015, that prohibits access to an examination script by any candidate, institution, teacher or any other third party representing the interest of the candidate, once the script has been marked. While the petitioners are inclined to believe that they were not fairly scored in KCPE, they are frustrated that the foregoing provisions make it impossible for them and other aggrieved candidates, institutions or their representatives to verify, from the examination scripts, the authenticity of marks that a candidate scored."
}