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{
    "id": 1504182,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1504182/?format=api",
    "text_counter": 93,
    "type": "speech",
    "speaker_name": "Hon. Rashid Bedzimba (Kisauni, ODM)",
    "speaker_title": "",
    "speaker": null,
    "content": "Hon. Speaker, pursuant to Standing Order 44 (2)(c), I rise to request for a statement from the Chairperson of the Departmental Committee on Education on the criteria for recognition and equation of certificates and diplomas obtained from schools offering international curricula in the country. There exist two curricula in the Kenyan education system: the international curriculum, and the Competency Based Curriculum (CBC) which replaced the former 8-4-4 curriculum . International curricula are recognized by the world’s best universities and employers, giving students a wide range of options in their education and career. However, students who complete their studies under the international curricula often face challenges seeking admission to local universities or employment in the public sector, due to restrictive guidelines set by the Kenya National Examination Council (KNEC). One of the core functions of KNEC is to carry out equation of certificates and diplomas issued by other credible examining boards. However, the guidelines published by the Council on 31st May 2024 stipulate that institutional based certificates or courses, whether local or international, similar to those offered by KNEC are not equitable. Currently, over 11,000 students are enrolled in various institutions offering international curricula in the country. This policy effectively bars these students from admission to local universities and from employment within the public sector, solely due to the lack of an equivalent certification. Hon. Speaker, it is against this background that I seek a Statement from the Chairperson of the Departmental Committee on Education on the following: 1. The reasons for the inordinate delay by KNEC in formulating guidelines on equation of certificates or diplomas obtained from schools offering international curricula within the country. 2. Measures undertaken by the Ministry of Education to facilitate the equation of certificates and diplomas obtained from international schools in the country, thereby allowing these students access to local university admissions and public sector employment opportunities. 3. Actions taken by the Ministry of Education to address the challenges faced by students of international curricula who are impacted by KNEC’s policies. I thank you, Hon. Speaker."
}