Entry Instance

HTTP 200 OK
Allow: GET, PUT, PATCH, DELETE, HEAD, OPTIONS
Content-Type: application/json
Vary: Accept

{
    "id": 1553611,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553611/?format=api",
    "text_counter": 189,
    "type": "speech",
    "speaker_name": "Mr Julius Migos Ogamba",
    "speaker_title": "The Cabinet Secretary for Education",
    "speaker": null,
    "content": "Curriculum (CBC), while ensuring that the spiritual needs of learners are respected. We held constructive consultations with Muslim religious leaders, education experts, county education boards and civil society actors to ensure the cultural and religious relevance in the design of the integration process. The involvement of those broad range of stakeholders is intended to ensure that the integration is relevant from a religious and cultural standpoint, and that it has wide acceptance. There have been challenges in the efforts to implement the Duksi and Madrassa learning programmes. The challenges include the following: 1. The absence of a standardised curriculum since the religious learning curricula in Duksi and Madrassa schools vary widely in content and methodology, including language, which complicates the harmonisation with the national curriculum. 2. Many Duksi and Madrassa instructors have not undergone formal teacher training that is recognised by the Teachers Service Commission. This limits their eligibility for deployment in public schools due to lack of certified religious educators. 3. Most Duksi and Madrassa institutions operate informally and lack adequate facilities for integration with formal school settings, particularly in the Arid and Semi-Arid Lands (ASAL) counties like Mandera, Wajir and Garissa. However, as I have stated, we are working with stakeholders to address those challenges and set the stage for the integration of those learning programmes. On the second part of the Question, the Ministry is keen on implementing the policy of 100 per cent transition across all levels of basic education. Article 53 of the Constitution provides that every child has the right to free and compulsory basic education. The Government is implementing the 100 per cent transition policy in basic education that cuts across all levels of education, from pre-primary to secondary schools. It implements a multi-agency strategy to enhance the transition process across basic education levels. This includes annual enrolment campaigns with the support of the National Government Administration Office (NGAO). For the ASAL areas, the Ministry has additional strategies that are geared towards promoting retention and transition in basic education. This includes provision of meals to learners and establishment of low-cost boarding schools to retain learners in school. The integration of Duksi and Madrassa learning programmes in the formal education framework will, therefore, complement the other existing strategies for ensuring that all eligible children have access to basic education. On part three of the Question, the Ministry has already initiated several strategies to ensure effective integration of Duksi and Madrassa programmes. A structured Islamic religious education curriculum has been developed for use in Duksi and Madrassa settings under the CBC. Pilot schools in several counties, including Lamu and Garissa, are currently testing the integration model. In Lamu County, for example, the schools are the Bilal Integrated Academy and the Al Farsy Muslim Academy. In Garissa County, the schools that are piloting include Madarasatul Manar Islamic School and Madarasatul Tamkin. The Ministry of Education, in collaboration with the TSC and Kenya Institute of Special Education (KISE), has trained over 300 instructors from Duksi and Madrassa backgrounds. That training is aimed at equating the instructors to qualify for recognition and deployment to formal institutions through the recognition of prior learning. We are also in the process of developing a policy and guidelines for Duksi and Madrassa. The policy is expected to operationalise the integration of Duksi and Madrassa to the formal education system. The policy and guidelines are undergoing legal review, which will be followed by public participation before being launched and implemented. The electronic version of the Official Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Hansard Editor."
}