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{
"id": 1562622,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1562622/?format=api",
"text_counter": 61,
"type": "heading",
"speaker_name": "",
"speaker_title": "",
"speaker": null,
"content": "CURRICULUM AND TRAINING ALIGNMENT IN COUNTY-MANAGED VTCS AND NATIONALLY-MANAGED INSTITUTIONS"
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{
"id": 1562623,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1562623/?format=api",
"text_counter": 62,
"type": "speech",
"speaker_name": "Sen. Mumma",
"speaker_title": "",
"speaker": null,
"content": "Mr. Speaker, Sir, thank you for the opportunity to ask this Question. Welcome to the Senate, Cabinet Secretary for Education. I have three questions. Mr. Speaker, Sir, I beg to ask the Cabinet Secretary for Education the following Question. The electronic version of the Senate Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Director, Hansard and AudioServices, Senate."
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{
"id": 1562624,
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"text_counter": 63,
"type": "speech",
"speaker_name": "Sen. Mumma",
"speaker_title": "",
"speaker": null,
"content": "(a) Do the national Government and county governments engage in any intergovernmental collaboration to align the curriculum and training in the county- managed Vocational Training Centers (VTCs) with the standards in the nationally managed Technical and Vocational Education and Training (TVET) institutions? If so, could the Cabinet Secretary explain the outcomes of the engagements in respective counties? (b) Could the Cabinet Secretary also outline steps being taken to encourage private investments in infrastructural development around VTCs, TVET institutions and universities to address the shortage of student accommodation facilities? (c) Could the national Government consider advancing conditional grants to county governments to support urban planning and development of basic infrastructure, such as water supply and sewerage systems, in areas around tertiary institutions to further attract private investment? Mr. Speaker, Sir, please, indulge me for two minutes to explain that bit. The reason I am asking this question is because it is now clear that when you set up universities and national institutions, they trigger peri-urban growth. I was a chair of Sigalagala National Polytechnic and the first chair when it was formed as a national polytechnic. It rose from learners’ population of 2,900 to 13,500 by the time I left. Anybody passing Sigalagala can see that it has so much population. There was no intergovernmental conversation around growing Sigalagala as a peri-urban area. So, if we operationalized intergovernmental conversations, then the national Government as they declare national polytechnics and universities would be compelled to also give conditional grants to develop the relevant peri-urban infrastructure to support those learning facilities. This is the context of that question. Thank you, Mr. Speaker, Sir."
},
{
"id": 1562625,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1562625/?format=api",
"text_counter": 64,
"type": "speech",
"speaker_name": "Hon. Kingi",
"speaker_title": "The Speaker",
"speaker": null,
"content": " Hon. Cabinet Secretary, you may now proceed to respond. Hon. Senators, before the Hon. Cabinet Secretary responds to this Question, we have six questions directed to him. To manage time efficiently, each question will be allotted a maximum of half an hour. The question by Sen. Mumma was raised at 10.00 a.m., and the latest we can extend it is until 10.30 a.m. Thereafter, we will proceed to the next question, ensuring that by 1 p.m., we will have addressed all six questions. Hon. Cabinet Secretary, you may proceed to respond."
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{
"id": 1562626,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1562626/?format=api",
"text_counter": 65,
"type": "speech",
"speaker_name": "Hon. Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary for Education",
"speaker": null,
"content": " Thank you, Mr. Speaker, Sir, and Hon. Members, for the invitation. The message received here is well noted. We will ensure that when called upon, we attend the Senate and respond to the questions to the best of our ability. Having said that, Mr. Speaker, Sir, I beg to reply. (a) The mandate of the national Government in education and training is outlined in the Fourth Schedule of the Constitution. This mandate includes the formulation of education policy, setting standards, developing curricula, conducting examinations, granting university charters and overseeing other related policies. The national Government is also responsible for overseeing tertiary educational institutions, research centers and other institutions of higher learning. Additionally, its The electronic version of the Senate Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Director, Hansard and AudioServices, Senate."
},
{
"id": 1562627,
"url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1562627/?format=api",
"text_counter": 66,
"type": "speech",
"speaker_name": "Hon. Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary for Education",
"speaker": null,
"content": "mandate includes primary schools, secondary schools and special education institutions, as previously indicated. The mandate of the county government on the other hand, covers pre-primary education, village polytechnics, home craft centers and childcare facilities. In the national Government, the Ministry of Education, through the State Department for Technical Vocational Education and Training (TVET) is responsible for education and training policies related to examinations, assessments and certification, including quality assurance in TVET institutions. The uniform implementation of these policies among the counties is key in achieving standardisation of the quality of qualifications achieved by learners. The overall framework for intergovernmental relations is in the Intergovernmental Relations Act, 2012. The Act provides a framework for consultation and cooperation between the national and county governments, amongst county governments. The State Department for Technical Vocational Education and Training works with the Intergovernmental Relations Technical Committee (IGRTC) and county governments and the Council of Governors (COG) to coordinate vocational education and training. This collaboration has been in the areas of policy development, legislation, norms and standards and implementation of the devolved functions. It is critical to note that for the purpose of coordination, the State Department for TVET has fully-fledged directorates, known as the Directorate of Vocational Education and Training. Their primary mandate is to provide the linkage and coordination with county governments in the areas of policy coordination. This coordination is also achieved through various semi-autonomous Government agencies under the State Department, such as the Technical and Vocational Education and Training Authority (TVETA), the Kenya National Qualifications Authority (KNQA) and the Curriculum Development, Assessment and Certification Council (TVET- CDACC). (b) Mr. Speaker, Sir, TVETA undertakes the registration of TVETs, including vocational training centres and registration of trainers. In this regard, TVETA has so far registered 1,174 VTCs and licensed over 9,221 trainers countrywide. The TVETA Board has co-opted a representative of the Council of Governors (CoG to articulate the matters of vocational training in counties. The KNQA is established under the Kenya National Qualifications Framework Act, 2014. The Act mandates KNQA to coordinate the development of policies on national qualifications. In developing policies, KNQA sets out the specific roles and coordination mechanisms for each agency. These include the roles of the qualifications awarding institutions, regulators, assessment and examination bodies, institutions that perform placement and admission of trainees and curriculum developers. TVET CDACC, on the other hand, actively collaborates with various stakeholders, including county governments, industry players and regulatory bodies in the rollout of the Competency Based Education and Training (CBET). TVET-CDACC has partnered with county governments to roll out Competency-Based Assessment (CBA). So far, several VTCs have been trained on the CBA. The electronic version of the Senate Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Director, Hansard and AudioServices, Senate."
},
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"id": 1562628,
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"text_counter": 67,
"type": "speech",
"speaker_name": "Hon. Julius Migos Ogamba",
"speaker_title": "The Cabinet Secretary for Education",
"speaker": null,
"content": "The VTCs accredited by TVETA to offer CBET courses have been trained and capacity built to implement Level 3 and Level 4 CBET curriculum in these institutions. Trainers from the VTCs offering CBET have additionally been engaged by TVET CDACC as contracted professionals in the Level 3 and Level 4 courses. As assessors, the persons who develop and validate assessment tools, and also as examiners, these are the people engaged to mark national examinations. The same are engaged as supervisors, invigilators and monitoring officers to oversee the conduct of summative assessments. TVET CDACC works closely with VTCs offering CBET assessments in their timely assessment series, which are three in a year. That is March/April; July/August and November/December. It is also important to note that county governments are represented in the boards of governors of TVET institutions in their respective counties. The Second Schedule of the Technical and Vocational Education and Training Act provides for a representative of the county governor of the county within which the institution is located to be a member of the board. As a Ministry, we work closely with the county governments in implementing this requirement. This ensures that the voice of the county government is represented in the management of technical and vocational education institutions within their counties. Through TVET CDACC, the Ministry has developed 165 CBET curricula and occupational standards for the Kenya National Qualifications Framework Level 3 and 4. They are currently being implemented by the vocational training centres at county level. TVET CDACC has also worked to develop the capacity of the VTC trainers. The counties that have so far benefited from this are indicated as follows-"
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"id": 1562629,
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"text_counter": 68,
"type": "other",
"speaker_name": "",
"speaker_title": "",
"speaker": null,
"content": "S/No Name of County Number of Trainers Trained"
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"id": 1562630,
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"text_counter": 69,
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"speaker": null,
"content": "1 Bungoma 254 2 Trans Nzoia 133 3 Kirinyaga 142 4 Nairobi 23 5 Laikipia 53 6 Bomet 98 7 Machakos 72"
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"text_counter": 70,
"type": "other",
"speaker_name": "",
"speaker_title": "",
"speaker": null,
"content": "Total"
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