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"id": 515287,
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"content": "We have done various studies in the educational field and seen the level of inequalities across various types of schools. Since most of national schools are very expensive, most of the children who end up in them are those who are more privileged. They can afford to pay fees and all the other costs that come by being in a national school. Recently, in 2013, the Ministry of Education, Science and Technology increased the number of national schools. We have an additional 30 national schools. The number moved from 75 to 105. However, when we look at the quality of the new national schools, you will find it is not the same as the previous national schools. In The Standard article of 5th March, 2015, there was a classification and the writer raised concerns that in the new national schools, the performance is wanting. The schools, among others include: Shimo la Tewa, Ribe Girls, Baringo High, Kabianga Boys and Kipsigis Girls. Some of them are in the coast region and others in the Rift Valley region. Therefore, we need to be specific, especially in the educational sector to look at the final output that we want our children to have when they move to secondary schools after completing primary education. We want them to move to secondary schools where they are given almost equal opportunities. If equal opportunities are not offered at secondary schools, there is no other place they will happen. This is because that transition is very important to ensure that they go to the right secondary schools. Finally, they go to the right universities to pursue their various areas of concern. County schools, previously provincial schools, are slightly worse than national schools but better than sub-county schools. In county schools, teachers are not of the same level as those of national schools. Those that were upgraded to national schools were determined by the basis of their performance and how well equipped they were. Those that remained as county schools do not perform well like national schools. County schools also have better students compared to sub-county schools. However, they have the disadvantage that selection is done only within the county. Therefore, at the end of the day, students in county schools do not have a chance to mix with other Kenyans from other counties. That is restrictive in itself. However, at the end of the day, they perform well. Indeed, sometimes, some of the county schools have been known to perform better than some national schools. Lastly, Mr. Deputy Speaker, Sir, we have sub-county schools, formerly known as district schools. Historically, district schools developed from harambee initiatives that were made through people coming together as communities and deciding to find a place for their children to go to school. Sub-county schools, at times, seem to be the poorest partly because of the Government policy. They have been left to aid themselves. Some are Government sponsored but others are not. However, over time, it has become standard knowledge that if somebody went to a district school with 200 points, they could not substantially improve. That at the end, they could not leave with their Kenya Certificate of Secondary School (KCSE) results reflecting good performance. Indeed, by the time a child goes to a sub-county school, it is as though their fate has been sealed. It takes a brilliant, innovative and motivated child to attain very good performance and join the university from sub- county schools. 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."
}