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{
"id": 383949,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/383949/?format=api",
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"type": "speech",
"speaker_name": "Sen. (Dr.) Zani",
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"speaker": {
"id": 13119,
"legal_name": "Agnes Zani",
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"content": "I find that the distinction in the youth that Catherine is talking about is because we have youth. For example, the Kenyan educational system tends to have transition rates at various points for various reasons. This is the reason why the 8-4-4 system of education was introduced in this country. It was to ensure that, for example, at the various levels and specifically, at year 8, pupils are able to be taught technical skills; at Form Four, they would have different sort of skills, and after university – and this is also linked with the whole thing of relevance in education – ensuring that graduates have the right type of education so that they would be able to come out and become self employed. Now, that dream has not happened and that is not why, in a sense, the 8-4-4 System has continued to exist, but more in terms of policy and application rather than the principles for which that particular educational system was put into place, leaving us with a problem that at each of the transition points, we have different sorts of people with different sets of needs. In fact, I would expand this Motion and say let us even have catered funds for the various categories because, surely, you cannot compare a Standard 8 graduate, for example, with the Form Four one or the university one. The university one has particular type of skills. He probably needs a different set of income and impetus for them to grow. The YEDF, if it is run, for example, like other funds in Small and Medium Term Enterprises (SMEs) using a Gramin effect, where you need to come up with a group; that is why, for example, in the literature of SMEs, women have had problems with those funds; not because those funds are not useful to them, but because the process of getting those funds, utilizing them and refunding those funds becomes very difficult because they are operating in a group, and it is the same concept. I think what I would go ahead and say that for this Motion, where we need to start is to look at this Motion and think about what dynamic differences should such a Graduates Enterprise Fund have? What sort of money are we advancing, for example, to the graduates, because I think this will be different? By no means am I underscoring the need, for example, for technical training for those with blue collar jobs. I think they can be addressed at different levels with different funds. I think Catherine’s idea was actually to target graduates, who are very, very distinct. We could have the YEDF running as it is, but the realization is that at the university level, after the graduates have left, they have the skills and the content, but then they do not have a market that is ready to absorb them. They probably do not have the network skills that are necessary for them to come The electronic version of the Senate Hansard Report is for information purposes only. A certified version of this Report can be obtained from the Hansard Editor, Senate."
}