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{
    "id": 561746,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/561746/?format=api",
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    "content": "for support of provision of quality education. It is the quality education that is key. For example, what are the provisions that should be in place? These children should be in a secure environment where they can play because they are still children. At three to six years, people still want to think about an imaginative way of handling these children so that they are happy. There is an ECDE centre that started recently in Kiembeni area. Swings were put on the field. Some neighbours and the children who went there found it so interesting. You pull them in because of a playground that is cheery and active, with all the lovely colours. The children will learn, do a good job on that learning and get a basis of that learning. Mr. Deputy Speaker, Sir, I cannot even overemphasize that once we get it right at this level, we get it right forever. In the delivery of quality ECDE, where should these centres be, who will control them to ensure that they are well run? Registration of these centres is dealt with in this Bill so that we have registration centres and a process for their registration where we give them accreditation. We will also look at the curriculum; what is going on and what should be taught and how to evaluate the centres. At this level, we do not really give examinations, but we need to have a sense in which we can gauge. Indeed, the whole idea is to ensure that at this level, we have a free pre-primary education so that every child gets a chance to go to school. Mr. Deputy Speaker, Sir, in many communities, you will find children with disabilities locked up in houses. Sometimes it is not because the parents do not really want them to have an education, but mainly because of mobility for the children to find a way to go to school. We are making it a responsibility for the ECDE centres and the counties to make it their business to understand who other children are, do some sort of mapping within the counties and ensure that all these children can enjoy their education from a cultural and linguistic perspective. In this regard, we have had various discussions even with members in the Ministry of Education Science and Technology. The main point of discussion has been the idea of using mother tongue at that early level. These are children who are coming from home and they should be able to express themselves. The linguistic and cultural environment are very critical so that children do not go to school and find themselves in a completely new environment and they are unable to follow through and give various expectations. Mr. Deputy Speaker, Sir, in Clause 3 of the Bill, there is need for the national Government, county governments, private sector and stakeholders to all come together to ensure that the specifications for ECDE are put into place. There are certain guiding principles starting from Clause 4, which I will mention very briefly for example, the right to free and compulsory education. I know in advanced economies, there is free education right from pre-primary up to the university; that is up to age 16. Through these stages, the Government will be in charge and pay for all the necessary charges. The other important principle is having a holistic approach to education so as to encompass the cultural, social and economic aspects. That way, you put a model into place right from the beginning; that will contextualize this education in a manner that is going to be very useful. It is also very important in a devolved system because at the 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."
}