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"id": 214468,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/214468/?format=api",
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"type": "speech",
"speaker_name": "Dr. Mwiria",
"speaker_title": "The Assistant Minister for Education",
"speaker": {
"id": 190,
"legal_name": "Valerian Kilemi Mwiria",
"slug": "kilemi-mwiria"
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"content": " Thank you, Mr. Temporary Deputy Speaker, Sir, for giving me the opportunity to respond and congratulate all hon. Members who have supported this Motion, including the Mover, Prof. Olweny. He has picked an area that is crucially important - the education of those who are disadvantaged in this country. First of all, I would like to talk about the extent of the problem. It is a very serious one. Dr. Machage said that we have three million physically challenged Kenyans. In terms of the analysis and assessment that has been done through the Ministry of Education assessment centres, only 18 per cent of those who have been found to be physically challenged are actually enroled in special education programmes. So, it is a very serious problem. It is not just a problem that we should look, watch and do nothing about. There is a very serious Government commitment for a number of reasons. First of all, we have to be concerned about the disabled if, for nothing else, for reasons of equity. We need to see them treated equitably and fairly. We need to give them an opportunity to benefit in the same way that other groups in marginalised areas such as women in remote communities are benefitting from our equity related policies and programmes in the Ministry. It is also a human right. They have a right like everybody else. We say education is a human right. The physically challenged also have a right to education. They can do certain things to make them self- reliant. Hon. Members have proposed vocational education. That will allow them to earn an income so that they are not dependent on society, as has been the case. That way, the society will also respect them. Once someone is independent economically, there is that respect and confidence that is automatically in-built in the person who benefits from that kind of education. Mr. Temporary Deputy Speaker, Sir, this issue also concerns the ability of the disadvantaged to contribute to the development of this country. If it is 10 per cent of the population that is physically challenged, we need that 10 per cent of the population to participate in various aspects of the development of this country, whether it in the political or economic spheres. It is important for them to feel that they have played a part. They have been given an opportunity to contribute towards the development of this nation. Education is one way of getting them to participate in the development of this country. In view of that, the Ministry has focused more on inclusive education. Given that we cannot do it as quickly as we can because we would like to have enough schools in every constituency and district, and given that we would like those who are physically challenged to see themselves as part of the wider society and not different, the policy is one of all inclusive education where students learn with those who have no disabilities. Essentially, the idea is not to have any discrimination. There are no feelings of lacking in any way. It is also possible for those who are fit to go to schools that are nearby. If we do not just emphasise on special schools and have schools generally, then there is an opportunity for those who are disadvantaged to enrol in a school. July 11, 2007 PARLIAMENTARY DEBATES 2413 Mr. Temporary Deputy Speaker, Sir, this matter is tough in terms of challenges. We have spoken about the resources that are available. Even for majority of children who have no special needs, it is still a problem. There are complaints about whether or not there are enough school places and whether the education that is being offered is of quality. There are challenges in terms of whether we have training personnel to manage all those schools that will be started everywhere in the country. There are challenges also related to how pupils and teachers respond to those who have physical challenges. There are issues of facilities and generally the expensive nature of that provision, not to mention the requirements of training teachers and so on. In this regard, therefore, we have to do much more. That is why the Ministry is progressively increasing the amount of money that is available for special needs training. In the last few years, for example, in addition to the Kshs1,020 that is allocated to every child in primary schools, children who are in specialised teaching schools get an additional Kshs2,000. In other words, a child who has a disability and has been enroled in a special unit is entitled to Kshs3,020, per year as opposed to Kshs1,020 that is only available to a child in a normal school, who has no disability. Mr. Temporary Deputy Speaker, Sir, there are also grants in aid for special schools to cater for recurrent operations. In this regard, last year, Kshs380 million was voted for by the Ministry to support recurrent operations in special schools in this country. Also, resources were voted for infrastructural improvements and for classrooms and dormitories. In the Budget for the Financial Year 2006/2007, Kshs200 million was voted for that. A similar amount for both improvement of infrastructure and the maintenance of recurrent facilities will be voted for in the coming budget. Mr. Temporary Deputy Speaker, Sir, a lot has been done to support training. I would like to point out that, even though we seem to have serious challenges in this country, Kenya is doing much better than most countries in this region. In terms of what we have for training facilities, already, the Kenya Institute of Special Education (KISE) is churning out 1,500 graduates every year. Three teacher training colleges namely: Machakos, Migori and Mosoriot are also admitting teachers to be trained in special needs education, so that they are available to teach in primary schools. Two public universities, Kenyatta and Maseno, offer degree courses in special education. Kagumo Teachers College offers a diploma course for teachers. Obviously, this is still a drop in the ocean given the nature of the challenge. That is why we have undertaken other measures, including strengthening assessments to facilitate identification of learners and where they can be placed. I have already spoken about the need for inclusive education given the difficulties of having enough specialised schools, co-ordinating with donors and NGOs that are investing in this, so that we can work together to ensure that there is no duplication of limited resources and waiving duty on specialised equipment for special schools. That is already happening not just for specialised schools, but for other institutions being supported by the private sector in that regard. They are supporting us in that endeavour. But, more importantly, was the development of a policy which was initiated following a task force on special education that concluded its mission last year, as well as the policies that are contained in Sessional Paper No.10 of 2005 on Education and Training. With regard to specific sex, affirmative action is being carried out in admission to institutions. There is also strengthening of relevant institutions and expansion of the Kenya Institute for Special Education (KISE) to be able to admit more students through the in-service training programmes. With regard to teachers training colleges, efforts of expansion are being made. In future, we will not have just the three colleges that I mentioned earlier. As already said in this House, there will also be a different curriculum and examinations that will address the needs of the physically handicapped. This will be in terms of the time given to do specific examinations and the kind of adjustments by invigilators to support students with special needs. Mr. Temporary Deputy Speaker, Sir, the bottom line is that we, as a Ministry, agree there is 2414 PARLIAMENTARY DEBATES July 11, 2007 need to set up special schools in every district. Ideally, resources allowing, we should have a special primary school and a special secondary school in every constituency. This is a long-term goal. Therefore, we must begin to look for resources to support that. Mr. Temporary Deputy Speaker, Sir, having said that, I would like to say that we already have 108 specialised primary schools in this country. We tabled that list here yesterday. We also have seven specialised secondary schools, four specialised technical schools and 1,340 special units attached to primary schools. I also spoke about three teachers training colleges and diploma colleges. I also talked about 72 special assessment centres in every district . So what is needed now is consolidation, so that where we already have the primary and secondary schools, we can support them to be the ones that represent particular districts, or constituencies. We need to incorporate relevant curriculum. A point has already been made about a vocational-type education that would prepare graduates from the institutions to be independent. We also need to support them in other ways. If one is studying for a degree in Bachelor of Education (BEd), he or she can be supported to teach better in a secondary school with the relevant equipment. Mr. Temporary Deputy Speaker, Sir, all this will require mobilisation of resources beyond the Government. I am delighted that Mr. Joe Khamisi is already thinking of establishing a special school in his constituency. As hon. Members of Parliament, we all need to consider this. Given the demand for education, we should also be at the forefront in starting these institutions which can then benefit from Government support. Once started, the Government would provide teachers, relevant material and capitation grants. In this areas, I think collaboration with hon. Members of Parliament would be greatly appreciated, in terms of ensuring that we move with greater speed than would be the case given the resources available for the Government. Mr. Temporary Deputy Speaker, Sir, now that we are doing pretty well with the free primary education programme. I know there are needs and questions about the numbers of teachers, facilities available and so on and so forth. I think it is possible to persuade donors and Non-Governmental Organisations (NGOs) to move more resources into specialised education because of the general neglect that this sub-sector has experienced. In other words, more resources should be directed to these schools. Although there is still a need in formal schools, they have received much better support and made it above average compared with special education in both primary, secondary and higher levels. Mr. Temporary Deputy Speaker, Sir, apart from education we have to do more for the physically challenged. Their problems would be better appreciated if you looked at them in a wider context. How represented are they in Parliament and other relevant bodies? How much say do they have in local government affairs? What are other Ministries doing in terms of voting relevant resources for supporting institutions that relate to their Ministries and would cater to those with special needs? This should include the Ministry of Agriculture, the Ministry of Trade and the Ministry of Transport. This is not just a Ministry of Education problem in terms of the overall environment in which people who are physically challenged have to operate. These issues are from awareness creation in everything else we do; things we do along the roads, so that they are better respected and so on. It is that wider environment that has to first be appreciated if we have to get more actors in this field to support what the Government, NGOs and hon. Members of Parliament are doing. The very fact that we are debating this matter and so many hon. Members of Parliament have an interest in it, is an indication of the fact that we have become much more aware and would be much committed to mobilise resources that we need to support this programme. During this session of Parliament, there have been a number of Questions on this matter. Mr. Temporary Deputy Speaker, Sir, we, as a Ministry, support this and look forward to moving to a point where we have special primary schools and special secondary schools in every constituency. We must appreciate the fact that this is a sector of the society that requires the July 11, 2007 PARLIAMENTARY DEBATES 2415 attention of the Government just like other disadvantaged groups and all of us. We also have a right to benefit from whatever is available from the Government. With those few remarks, I support."
}