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{
    "id": 813572,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/813572/?format=api",
    "text_counter": 74,
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    "content": "Ministry mainstream line. Therefore, it is very important that they integrate so that they speak to one another, and ensure that when a school is under the interim registration, the TSC deploy teachers immediately. If it does not do so, what other criteria will they be considering? They cannot say they will not deploy teachers there because the school is partially registered and yet it is the same Ministry that is supposed to fully register it. Mr. Temporary Speaker, Sir, there are special children who need more specialised attention. We have some of them integrated in our public schools. Those children do not often get the right teachers because of lack of registration. It is, therefore, important that when a school is being registered, knowing the need to have special children integrated in that school, we ensure that special education teachers are posted to such schools. We have a number of such schools. Mr. Temporary Speaker, Sir, I am looking forward to the time the Senate will hold its sittings in Eldoret. This is because one of the programs that I have proposed is that the Senate Committee on Education visits our special schools. We have a special school for the deaf, another one for the mentally handicapped and an integrated special school for albino children. However, facilitation for these schools is not as required, because special children require more attention than normal children and it is important that we pick them out. The whole of Uasin Gishu County has only one special school for the deaf. Therefore, where are the other deaf children? They are still in their homes. Mr. Temporary Speaker, Sir, I support my colleagues who said that the Ministry needs to relook at how the registered schools integrate special interest groups of children in their schools. They also need to relook at how they register these integrated schools accordingly, so that they can receive the attention and support they require. We know that the allocation of teachers to schools is based on numbers. However, we have schools that have not been allocated teachers, yet they have the required numbers. These are predominantly found around township areas; they have very large streams but they do not have sufficient teachers. Mr. Temporary Speaker, Sir, whereas we are talking about insufficient teachers in these schools, we have many unemployed trained teachers. This is about prioritisation; how do we prioritise where we are directing our funds? If we want to fulfill the free and compulsory primary education for every child, then the Ministry of Education should get a bigger allocation. That way, the Ministry can allocate enough funds to the Teachers Service Commission (TSC) for them to hire sufficient teachers. If we do not do that, we will be discriminating at the primary school level. By doing so, we will then be ruining many children’s lives; because they will not have access to both primary and secondary school education. Finally, Mr. Temporary Speaker, Sir, we have been told that the determining factor for the distribution of schools is the availability of teachers. This should never be a factor when schools are being distributed. We should, instead, look at the distance between schools and the populations. The issue of distance has to be considered in vast areas, like in north eastern Kenya. The Senate Committee on Education will be going to Northern Kenya soon. It is important for us to note that registration of schools should not just be based on what we think in our offices. We should look at the areas where Kenyans are located. 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."
}