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{
    "id": 144486,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/144486/?format=api",
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    "content": "are the ones who will be going through the best education system. That class structure, which we are strengthening instead of breaking, is sowing seeds of instability in this country. We need to address that disparity now. That is why this Motion is very timely. Mr. Temporary Deputy Speaker, Sir, I want to note that beyond that categorization of public and private schools, we also need to see the disparities in regions. Poor areas, especially the ones somebody would like calling “marginalized”--- I do not like using the word marginalized because that means that somebody has marginalized them. Sometimes, they have even been marginalized by the environment. There are very difficult environments where it is very difficult to run public schools the way they are. For example, in nomadic areas, when you give money to schools and say, “every pupil to receive this amount”--- That is the way the Ministry of Education allocated money. It does it in terms of children. If you have 20 children, you are given money meant for 20 children. If you have 50 children, you are given money for 50 children. Those children are not under the same circumstances. A child in Nairobi or Kiambu cannot be under the same circumstances as a child in North Horr or Lodwar for you to allocate them the same amounts of money. The circumstances are different. Probably a child in Kiambu or Nairobi is able to access water, newspaper, books, television and the internet. The children from the two areas are totally different and therefore, they need to be treated differently in terms of allocation of resources so that they can compete at almost the same level. However, once you allocate resources equally, you are missing the point. So, we need to streamline that and look for a model of education in nomadic pastrolist areas that fit their circumstances. In my opinion, there should be a boarding that is well equipped by the Government, enough food and people to take care of them. When the family moves in search of all pasture and all that, children are not interrupted in their learning. They can be left in the boarding schools to learn. The families can move knowing their children are secure in those boarding schools. They can then reintegrate when they come back. However, when you treat them like other day primary schools and expect that when the family moves, the child will still be around there coming to school, we are being unrealistic. We have, therefore, to address the regional disparities so that we can do what the Motion calls equity and social justice. With those few remarks, I beg to support."
}