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"id": 1553712,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553712/?format=api",
"text_counter": 290,
"type": "speech",
"speaker_name": "Kajiado Central, ODM",
"speaker_title": "Hon. Memusi Kanchory",
"speaker": null,
"content": "(c) clarify whether there are schools that are yet to be assigned a junior secondary school teacher and, if so, explain the measures being implemented to address the issue? (d) State the measures that have been put in place to train all teachers on the Competency-Based Curriculum? I thank you."
},
{
"id": 1553713,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553713/?format=api",
"text_counter": 291,
"type": "speech",
"speaker_name": "Hon. Speaker",
"speaker_title": "",
"speaker": null,
"content": "Cabinet Secretary."
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{
"id": 1553714,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553714/?format=api",
"text_counter": 292,
"type": "speech",
"speaker_name": "Mr Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary of Education",
"speaker": null,
"content": " Thank you, Hon. Speaker. The response to part (a) of the Question is that the Ministry, through the Kenya Institute of Curriculum Development (KICD), distributes books to learners across the country at the ratio of one core textbook per learner per subject. There is a table that we have provided that indicates the distribution of textbooks since the 2017/2018 Financial Year. A total of 32,579,977 books were ordered in the year 2017/2018 and 68,446,084 books were ordered in in 2018/2019. In 2019/2020, 24,456,786 books were ordered. In 2020/2021, 33,253,705 books were ordered. Some 23,539,613 books were ordered in 2021/2022. In 2022/2023, 31,233,035 books were ordered. In 2023/2024, 26,933,992 books were ordered, and 9,926,618 books were ordered in 2024/2025. Hon. Speaker, Grade 10 textbooks are undergoing evaluation and review in April through to May 2025. This will ensure that publishers have ample time to print and distribute books to public schools by the start of the third term in 2025. On part (b) of the Question, pursuant to Article 237(2) of the Constitution, the TSC strives to optimally staff schools to ensure that learners' right to quality education is achieved as shown in Appendix 2 in the document we have attached to show the staffing for both primary and secondary schools. However, there are teacher shortages in both primary and secondary schools due to budgetary constraints. For instance, Mandera, Turkana, Wajir, West Pokot and Garissa counties have the highest teacher shortages at the primary school level. Kakamega, Bungoma, Homa Bay, Trans Nzoia, Bomet and Siaya counties have the highest teacher shortages at the secondary school level. To address teacher shortages, the TSC has implemented the following measures to ensure the gap is covered: 1. There is the annual teacher recruitment plan where, under the Commission's strategic plan, there is an obligation to recruit 22,374 additional teachers annually to progressively address teacher shortages. Accordingly, the Commission submits annual budgetary requests to the National Treasury to support teacher recruitment. 2. They engage teacher interns in addition to recruitment of permanent and pensionable teachers. Annually, the Commission seeks budgetary allocation to engage 20,000 teacher interns who provide immediate staffing support while awaiting full-time employment. 3. To optimise the utilisation of available teachers, the Commission continuously monitors and implements staff balancing measures by transferring teachers from well-staffed schools to those with high teacher shortages. 4. The Commission has initiated innovative teaching methods that include live streaming lessons to supplement face-to-face teaching in schools with significant teacher shortages, particularly in remote areas. Part (c) of that Question is on noting the right of every learner to quality education. The Government has put in place measures such as posting recruited teachers to junior schools and deployment of qualified primary school teachers to junior school to ensure that all junior 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": 1553715,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553715/?format=api",
"text_counter": 293,
"type": "speech",
"speaker_name": "Mr Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary of Education",
"speaker": null,
"content": "schools are assigned teachers. Where new schools are established, steps are taken to ensure that teachers are promptly deployed. The Government has put in place the following measures to address instances where new junior schools are established: 1. Deployment of qualified primary school teachers to junior school. The TSC continues to deploy qualified and willing primary school teachers to junior secondary school to help bridge the staffing gaps. The deployment portal remains open to facilitate applications from eligible primary school teachers who meet the requirements for junior school teaching positions. 2. Staff balancing within sub-counties and counties. The TSC conducts periodic staff balancing to re-distribute available teachers with a view to rationalise teacher resources within the same sub-county or county. Part (d) of that Question is on P1 teachers who completed the P1 teacher training colleges before 2019 and are not employed by the TSC. They were not competency-based curriculum compliant. From 2019, TSC began re-tooling the teachers on CBC so that they can acquire the pedagogies required for CBC teachers. In 2019, the unemployed teachers began undertaking a nine-month upgrading programme using a curriculum prepared by the Kenya Institute of Curriculum Development (KICD) and did an assessment that was coordinated by the Kenya National Examination Council (KNEC). That upgrade programme will be continued up to 2028 until all the teachers are upgraded to CBC-compliant status. In order to deal with teacher preparedness on competency-based education, the TSC has put in place the following measures: 1. Re-tooling and professional development of teachers. The Government, through the TSC, has re-tooled teachers who will handle Grades 1 to 9 in the Competency-Based Curriculum (CBC) and competency-based assessment. The Commission continues the re-tooling of teachers on CBC during holidays to ensure they are fully capacity-built for effective implementation of the new curriculum. The model of training is “Smart Cascade” and it involves the training of master trainers who then train the trainers of trainers and thereafter offer professional support training during face-to-face training of teachers in the selected venues in the county. The cascade model is master trainer down to trainer of trainers and thereafter, teachers. The re-tooling of teachers involves 172 national master trainers for regular, 58 for special needs education that are drawn from TSC, KICD, KNEC, the Kenya Education Management Institute (KEMI), the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), the Ministry of Education, Kenya Institute of Special Education (KISE), teacher training colleges, and 1,538 trainers of trainers for regular and 196 for special needs that are drawn from different teacher training colleges, curriculum support offices and Ministry of Education quality assurance officers for both regular and special needs. Over 229,292 public and private primary school teachers and 60,642 junior school teachers have been trained to implement the competency-based curriculum. There is a table we have attached to our report, in which we have indicated the number of primary school teachers that have been trained to implement the competency-based curriculum. The total number for curriculum support officers (regular and special needs) stands at 1,411. For CBC champions, regular teachers and Special Education Teachers (SNE), we have 2,874. We have 23,324 head teachers of regular and special needs education. We have 5,833 head teachers in private institutions. 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": 1553716,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553716/?format=api",
"text_counter": 294,
"type": "speech",
"speaker_name": "Mr Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary of Education",
"speaker": null,
"content": "For regular and special needs teachers in public institutions in Grades 1, 2, 3 and 4, they are 70,652 teachers. Grades 5 and 6 teachers are 93,688. For private schools, we have 31,510 teachers for Grades 1, 2, 3, 4 and 6. The total is 229,292 teachers. As I had said, the number of teachers who have been re-tooled for junior schools is 60,642. That is made up of 29,374 male and 1,272 female teachers as shown in the table. Further, through CEMASTEA, junior school teachers have been capacity-built on Science, Technology, English and Mathematics (STEM) subjects. This is to ensure that they are imparted with appropriate pedagogies in the handling of STEM subjects under the competency-based curriculum. In anticipation of the first transition to senior school next year, the TSC has embarked on re-tooling of senior school teachers in the various pathways to be offered at senior school. In addition to the foregoing, the Government, through the TSC, is also offering ongoing professional development opportunities to keep teachers updated on latest trends, techniques and research in art and sports, social sciences and STEM. The teachers are also provided with continuous professional development opportunities to keep them updated on latest trends and techniques in the sector. It is important to note that the current pre-service programmes for teachers in the primary teacher training colleges have been implemented using the competency-based curriculum model since 2021. The same is being done to university students taking education programmes. Thank you, Hon. Speaker."
},
{
"id": 1553717,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553717/?format=api",
"text_counter": 295,
"type": "speech",
"speaker_name": "Hon. Speaker",
"speaker_title": "",
"speaker": null,
"content": "Hon. Memusi."
},
{
"id": 1553718,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553718/?format=api",
"text_counter": 296,
"type": "speech",
"speaker_name": "Kajiado Central, ODM",
"speaker_title": "Hon. Memusi Kanchory",
"speaker": null,
"content": " Hon. Speaker, I want to tell the Cabinet Secretary, without fear of contradiction, that the books do not reach the schools. He has stated that from 2018 to the 2023/2024 Financial Year, they have been distributing books. But I can tell him that I have schools that have not received books for the last five years. I wonder whether, when the Cabinet Secretary receives Questions from Members, he gets information from county education directors or he gets those replies from the technocrats who are sitting at the Headquarters. The information he is giving to Members is not in sync with what is on the ground. I want the Cabinet Secretary to answer that one."
},
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"id": 1553719,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553719/?format=api",
"text_counter": 297,
"type": "speech",
"speaker_name": "Kajiado Central, ODM",
"speaker_title": "Hon. Memusi Kanchory",
"speaker": null,
"content": "Secondly, I am very surprised that Kajiado is not on the list of counties with acute teacher shortage. The main reason for this is lazy Government employees who do not go beyond town centres when they are collecting information. Kajiado is a very unique county. If you visit Kiserian in Kajiado West, you will have visited an urban part of that constituency. But if you go to Mosiro or Magadi, those are rural parts of Kajiado West. If you visit schools in Kajiado Town, you will not have seen the rural areas of Kajiado Central! You need to go to schools like Sere Primary or Kiltiripen Primary that border Tanzania."
},
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"id": 1553720,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553720/?format=api",
"text_counter": 298,
"type": "speech",
"speaker_name": "Hon. Speaker",
"speaker_title": "",
"speaker": null,
"content": "Ask the question, Hon. Memusi. Avoid the temptation to make a speech or debate."
},
{
"id": 1553721,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553721/?format=api",
"text_counter": 299,
"type": "speech",
"speaker_name": "Kajiado Central, ODM",
"speaker_title": "Hon. Memusi Kanchory",
"speaker": null,
"content": " Hon. Speaker, I need the place where I am come from to be understood. Is the information the Cabinet Secretary is giving us from the ground or from technocrats at the Headquarters in Nairobi?"
}
]
}