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{
    "id": 772039,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/772039/?format=api",
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    "content": "coming to visit us. You gave us the motivation to study harder and now I am employed at the National Assembly.” When you go to Kwale and Kilifi counties, the completion rates, particularly for the girl child are still very low. So, within this Motion, not only are we talking about fewer teachers, but also the completion rates of these pupils to be able move on to the next level. In comes the transition rate from Standard Eight to Form One. That is where we had a glut in Form One positions because at that time, there were only 17 national schools and extremely limited in the number of students who could transit from Standard Eight to Form One. We brought in additional national schools to expand so that these students could have a better transition rate from what was classically 47 per cent. At the time I left the Ministry of Education, Science and Technology we were dealing with a transition rate of between 70 and 72 per cent. If you look at the pronouncements of the Ministry of Education, Science and Technology this time around, the transition rate as per the year 2017 going to 2018 is going to be 100 per cent. Look at the background at which this transition rate is being done. When you look at the rural public schools, the infrastructure element is one of the wanting elements that is so critical to a conducive environment for good education. Even if a teacher is willing to go to that school, the first thing they would want to know is the environment of infrastructure. Do I have an accommodation and good school? The majority of these public schools are mud schools. That is why it was specific at that moment. When the special economic stimulus package was done, it was with a view to enhancing and enlarging the infrastructure sector. We also looked to the World Bank to support the infrastructure development of some of these institutions. I dare say that the then Deputy Prime Minister, who is now the President of the Republic of Kenya and myself, were instrumental in trying to create this Fund so as to assist in the development of infrastructure in every public school in the rural sector, as well as the national schools. I dare say that this has not been pursued vigorously. If it were to be pursued vigorously, we would see consistency not on ad hoc basis. Somebody visits a place and says that I am going to give you Kshs1 million for infrastructure development. This is not the way we perceived it. This is not the way it is going to be. This is not the way you are going to elevate the acute shortage of teachers in some of these areas. If you send a teacher who is teaching in an urban centre to a rural setting, the first thing they would want to look for is a transfer. He will not come to the rural setting. So, we need to address that element of infrastructure. At that time, a lot of friendly partners and the Britain Woods institutions were willing to pump a lot of money into infrastructure development to create an even playing ground. In 2010, I was instrumental in getting the TSC to be one of the constitutional commissions in this country. Its functions are twofold: To deploy teachers in an equitable manner throughout the country. Secondly, to be able to take into account errant teachers who may not be able to follow the norms that are required. Mr. Deputy Speaker, Sir, there is the question of the teacher-pupil ratio. When you look at these academies, the teacher-pupil ratio is 1:20. I dare say in some other areas 1:16. That is why you can see schools like Makini can afford to have special classes of The electronic version of the Senate Hansard Report is for information purposes"
}