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"content": "the resolutions that must have come with it is that; one, we should have a review of the curriculum but it needs to be consistent. And even when we will have a structural change all together, it is very important that this has been well thought, in advance, so that you do not mix up students and; two, end up in a very expensive and; three, end up with an expensive venture but not being able to deliver. That is exactly what happened with the 8- 4-4 system. We were meant to address more of TVET but it ended up being like formal education. Money had been put into it, schools had bought books and experts had been brought on board to achieve something that probably had not been achieved and many years later, again, we are changing the system. It is very expensive as well. So, we need to think about it broadly. How do we address the curriculum so that we can effect some of the issues appropriately for the decisions that were made by this Committee, especially in the side event that was attended at that particular time? One of the issues also that came up; in terms of observation, this is important because this is after the Committee had observed the various achievements that Kenya had made since UNESCO. However, there are specific issues that could have affected Kenya and other countries, for instance, Uganda, Tanzania and Rwanda but looking at this report, it seems very specific to Kenya. First, was the issue of laptops. Children could not be given lap tops if teachers were not trained. This is the situation we got into. This is another project roll out that has not been well thought through, financed and making promises that cannot be delivered. In this case, we have; one, laptops had not been delivered holistically across the board and; two, teachers might not have been prepared. Three, should we have probably then had a situation where we have for example, desktops and about 20 students, for example, trying to learn from that systematically instead of having student having a lap top and having teachers having to take children through the use of these laptops which they had also not been trained. In this session, it was handled in terms of the teachers in the expertise in teaching and conducting how to use laptops but the whole area of the buildup of capacity to implementation of this project is vital. The Kenyan case is a case in project appraisal, projection and evaluation. These issues need to be looked at. In terms of a project becoming effective and being able to deliver all those path ways, it needs to be put in place very clearly. Secondly, is promoting TVET in creating employment opportunities for the nation’s ever increasing population. Recently, we have seen more initiatives from the Cabinet Secretary for Education who has been going round to ensure that polytechnics remain polytechnics. We have a situation in which not everybody will qualify to get into the universities. At one time or another, these polytechnics should be well resourced and equipped so that they give relevant information. In this Committee on Education, we have a chance to go to various communities and counties, and see the level of education in the polytechnics that had been put up. This is the mandate of devolved units. Being in the Senate, one thing that we take care of in the Committee on Education is both Early Childhood Development and Education (ECDE) and polytechnics. It has been impressive. In some counties, it has been taken very seriously. When we went to Turkana recently, we saw this. For example, we had very well equipped polytechnics that were offering very specific training. We just urged them to 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"
}