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"id": 1553602,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553602/?format=api",
"text_counter": 180,
"type": "speech",
"speaker_name": "Mr Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary for Education",
"speaker": null,
"content": " Hon. Speaker, it is, indeed, correct that Section 95(2)(e) of the Basic Education Act, 2013 provides for regulations for the integration of Madrassa, Duksi and pastoral programmes of instructions into the formal education system as appropriate to improve access and retention. As a Ministry, we recognise the critical role that Duksi and Madrassa learning programmes play in education of the young learners of the Islamic faith. Their integration is not only a constitutional and statutory obligation, but also a necessary requirement to achieve equity, inclusion and cultural aspects in the delivery of education. In this regard, we are actively taking steps to ensure the integration of Duksi and Madrassa learning programmes in our formal education system. The first key step was anchoring this in the strategic plan. As we speak, the National Education Sector Strategic Plan, 2023-2027, provides for the development of Duksi and Madrassa policy and guidelines to ensure…."
},
{
"id": 1553603,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553603/?format=api",
"text_counter": 181,
"type": "scene",
"speaker_name": "",
"speaker_title": "",
"speaker": null,
"content": "(Several Hon. Members consulted loudly along the gangway)"
},
{
"id": 1553604,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553604/?format=api",
"text_counter": 182,
"type": "speech",
"speaker_name": "Mandera County, UDM",
"speaker_title": "Hon. Umul Kheir Kassim",
"speaker": null,
"content": " On a point of order, Hon. Speaker."
},
{
"id": 1553605,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553605/?format=api",
"text_counter": 183,
"type": "speech",
"speaker_name": "Hon. Speaker",
"speaker_title": "",
"speaker": null,
"content": "Cabinet Secretary, hold on. Yes, Hon. Umul Kheir?"
},
{
"id": 1553606,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553606/?format=api",
"text_counter": 184,
"type": "speech",
"speaker_name": "Mandera County, UDM",
"speaker_title": "Hon. Umul Kheir Kassim",
"speaker": null,
"content": " Hon. Speaker, I cannot hear the good Cabinet Secretary because there is a lot of murmuring from meetings around here."
},
{
"id": 1553607,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553607/?format=api",
"text_counter": 185,
"type": "speech",
"speaker_name": "Hon. Speaker",
"speaker_title": "",
"speaker": null,
"content": "Order, Hon. Members. Members on your feet, take your seats. Can the illegal Kamukunji in front of the Clerks-at-the-Table desk be disbanded?"
},
{
"id": 1553608,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553608/?format=api",
"text_counter": 186,
"type": "scene",
"speaker_name": "",
"speaker_title": "",
"speaker": null,
"content": "(Several Hon. Members spoke off the record)"
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"id": 1553609,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553609/?format=api",
"text_counter": 187,
"type": "speech",
"speaker_name": "Hon. Speaker",
"speaker_title": "",
"speaker": null,
"content": "Disband that Kamukunji . Serjeant-at-Arms, can you improve the volume of the microphone of the Cabinet Secretary? Go on, Cabinet Secretary."
},
{
"id": 1553610,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553610/?format=api",
"text_counter": 188,
"type": "speech",
"speaker_name": "Mr Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary for Education",
"speaker": null,
"content": " Hon. Speaker, as we speak, the National Education Sector Strategic Plan, 2023-2027 provides for the development of Duksi and Madrassa policy guidelines to ensure seamless implementation of those learning programmes. The Kenya Institute of Curriculum Development (KICD) is currently finalising a framework that aligns those programmes with the Competency-Based The electronic version of the Official Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Hansard Editor."
},
{
"id": 1553611,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553611/?format=api",
"text_counter": 189,
"type": "speech",
"speaker_name": "Mr Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary for Education",
"speaker": null,
"content": "Curriculum (CBC), while ensuring that the spiritual needs of learners are respected. We held constructive consultations with Muslim religious leaders, education experts, county education boards and civil society actors to ensure the cultural and religious relevance in the design of the integration process. The involvement of those broad range of stakeholders is intended to ensure that the integration is relevant from a religious and cultural standpoint, and that it has wide acceptance. There have been challenges in the efforts to implement the Duksi and Madrassa learning programmes. The challenges include the following: 1. The absence of a standardised curriculum since the religious learning curricula in Duksi and Madrassa schools vary widely in content and methodology, including language, which complicates the harmonisation with the national curriculum. 2. Many Duksi and Madrassa instructors have not undergone formal teacher training that is recognised by the Teachers Service Commission. This limits their eligibility for deployment in public schools due to lack of certified religious educators. 3. Most Duksi and Madrassa institutions operate informally and lack adequate facilities for integration with formal school settings, particularly in the Arid and Semi-Arid Lands (ASAL) counties like Mandera, Wajir and Garissa. However, as I have stated, we are working with stakeholders to address those challenges and set the stage for the integration of those learning programmes. On the second part of the Question, the Ministry is keen on implementing the policy of 100 per cent transition across all levels of basic education. Article 53 of the Constitution provides that every child has the right to free and compulsory basic education. The Government is implementing the 100 per cent transition policy in basic education that cuts across all levels of education, from pre-primary to secondary schools. It implements a multi-agency strategy to enhance the transition process across basic education levels. This includes annual enrolment campaigns with the support of the National Government Administration Office (NGAO). For the ASAL areas, the Ministry has additional strategies that are geared towards promoting retention and transition in basic education. This includes provision of meals to learners and establishment of low-cost boarding schools to retain learners in school. The integration of Duksi and Madrassa learning programmes in the formal education framework will, therefore, complement the other existing strategies for ensuring that all eligible children have access to basic education. On part three of the Question, the Ministry has already initiated several strategies to ensure effective integration of Duksi and Madrassa programmes. A structured Islamic religious education curriculum has been developed for use in Duksi and Madrassa settings under the CBC. Pilot schools in several counties, including Lamu and Garissa, are currently testing the integration model. In Lamu County, for example, the schools are the Bilal Integrated Academy and the Al Farsy Muslim Academy. In Garissa County, the schools that are piloting include Madarasatul Manar Islamic School and Madarasatul Tamkin. The Ministry of Education, in collaboration with the TSC and Kenya Institute of Special Education (KISE), has trained over 300 instructors from Duksi and Madrassa backgrounds. That training is aimed at equating the instructors to qualify for recognition and deployment to formal institutions through the recognition of prior learning. We are also in the process of developing a policy and guidelines for Duksi and Madrassa. The policy is expected to operationalise the integration of Duksi and Madrassa to the formal education system. The policy and guidelines are undergoing legal review, which will be followed by public participation before being launched and implemented. The electronic version of the Official Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Hansard Editor."
}
]
}