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{
    "id": 722558,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/722558/?format=api",
    "text_counter": 259,
    "type": "other",
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    "content": "Another key component of this side event is education to prevent or counter violent terrorism. The youth are the most vulnerable, especially when it comes to violent terrorism and extremism in general. There is need to approach, cascade and formulate education in such a way that it begins to address the psychological and social context of the one pupil, addressing, for example, issues of integration and to what extent they are committed within their countries. There are certain countries that have moved on to have a very keen curriculum on patriotism. That is one way of addressing violent extremism. This can be an educational agenda that can slowly pass this information to the young and in the long run help to prevent and counter violent terrorism through education. The other one that was important but a bit different and unusual in the context of Africa is the meeting on preventing and addressing violence in this violent and discriminatory sexual orientation and gender identity through education. This must have been raised by the western bloc. They have moved into issues of transgender. We have not moved to that extent in our educational systems in addressing it but one vital thing is the issue of gender identity: How people identify themselves to be and what their social construct is. In the African set up, we should look at our social construct in terms of how that blocks us from ascending and being able to break the glass ceiling that is sometimes put there by the society. In the western world, the idea is about sexual orientation. Whether somebody feels that maybe they are a boy but they want to be considered a girl or whether they are a girl and they want to be considered a boy or whether they are going through transgender. That was another issue. There is also, how to prevent and address this discrimination, especially in societies where it is very critical. Sometimes there is a lot of discrimination when children portray themselves of the opposite gender, and what would have been expected to happen to them. These were key issues. How will the education system address this? It is mainly through a curriculum. That brings us to an important issue; revision of the curriculum. How often is the curriculum reviewed? Who does the review of the curriculum? How is the reviewed curriculum implemented? Even as Kenya is thinking of adopting and changing its system from an 8-4-4 system to a 6-3-3 system where we will have a cascaded system of various years in education, the key tenet of that structure in terms of changing the education system is perceived as trying to get people more interested in Technical and Vocational Education Training (TVET) because it is very clear, for example, from an economy like Kenya which is a growing economy, we have a situation where we have a lot of unemployment because everybody is geared to the white collar sector yet there are so many other jobs that can be done, either in this context or neighbouring countries where people can go with this sort of skills. That is one element of it. Another element is to create a whole balanced person so that this person is just not academically oriented. In the new system, we are talking about up to 70 per cent grading and 30 per cent not to be graded, maybe even to be graded on extra curricula activities. We are talking about a reduction of exams; trying to identify the skills and dealing with the creativity of people. In the process of dealing with this curriculum and identifying how to go about answering these issues, the curriculum is important. I am sure in this Committee, one of 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"
}