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{
    "id": 671034,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/671034/?format=api",
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    "content": "Mr. Temporary Speaker, Sir, as we speak, I can tell you there are 28,000 Cuban doctors lend to Brazil with a trillion dollar economy. They have another 30,000 doctors serving in various countries in South America. They have 2,500 doctors in Congo, 5,000 doctors in Angola and we can count on and on. Cuba that does so much with so little gives Kenya a hundred scholarships a year because of proper planning, proper management of public affairs, zero tolerance to corruption and theft of public resources and, above all, a commitment to the rights of its people. This Bill attempts in a poor way to demonstrate the realization of universal and free education. This is not how to do things. This is what I would call doing the right thing wrongly. We are creating amorphous boards without clear definition on what they will do. Mr. Temporary Speaker, Sir, I agree with some of the comments that you have made when you were on the Floor a minute ago; that we should look for qualified people. Unless we do not know who is an educationist, someone with five years of experience cannot be an educationist. The dictionary defines an educationist as somebody with long experience; somebody who is tested, proven and trusted in matters education. It is somebody who has a history to talk about. A person with five years experience cannot be an educationist, unless we just want to create positions. Even for the Senate Majority Leader to become a professor, it did not come in five years; one has to walk through many values and hills of academia and public life to reach there. A priest is not ordained today and made a bishop tomorrow. It does not happen that way, unless it is in some of the churches that we see at bus stops; where today a man is a pastor, the next day an apostle, then a bishop and the following day a doctor. It goes on and on, but that is okay because we have freedom of worship. Mr. Temporary Speaker, Sir, Clause 3 of the Bill sets out the county education board and lists things that are already being done. If we want devolution to work, it is time we relooked at the structure of education within the context of devolution. There is absolutely no reason today primary schools in the country should not be in the hands of county governments, and leave the national Government with standards, setting national examinations and providing the necessary things that make the country develop at a level that is commensurate with where we want to go. If we do not do this, we will continue to have the widening gap. There is no way a child born and brought up in Nairobi will sit the same examinations fairly with a child born in a village in Tharaka-Nithi, who will go through schools without text books. There are students who sit for Form Four exams – science practicals – and they have never seen a test tube or a bunsen burner, but they will compete with students in Precious Blood School and Lenana School. At the end, when the results come out, we say that a certain 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"
}