Prof. Sam Ongeri

All parliamentary appearances

Entries 211 to 220 of 1925.

• 14 Jul 2021 in Senate: I created a level playing field where we decided at that moment that we would do a curriculum development. We did it at the Kenya Institute of Education (KIE), which is now Kenya Institute of Curriculum Development (KICD) and created categories of developments that were required to be attained for somebody to get a certificate, which is recognizable in the job market and in the private sector should they venture to go into juakali sector or micro- enterprises. view
• 14 Jul 2021 in Senate: The first category was those who were post-primary where we did not have a 100 percent transition. At the time, there was almost 60 to 72 percent transition from primary to secondary level. It was, therefore, necessary to provide some skills level for those who could not proceed for vertical progression towards upper level of secondary education. view
• 14 Jul 2021 in Senate: There was also the post-secondary because the transition rate from the secondary examination to university was about 10 percent. A huge chunk of Kenyans was left out. These were the people who were becoming jobless and creating anti-social elements within our society and families. view
• 14 Jul 2021 in Senate: We also set the type of qualification framework they needed to acquire at that level to be able to succeed. This gave birth to Sessional Paper No. 1 of 1988 on Education that would enable a vocational and technical element to be applied in this country. view
• 14 Jul 2021 in Senate: We also extended the training beyond the normal vertical movement and said that there could also be horizontal movement. Horizontal movement was that if somebody entered at the artisan level at the post-primary level and acquired an artisan grade, what are the chances that such a person can also improve their educational standards that they could move up to middle level colleges? view
• 14 Jul 2021 in Senate: At that time, this country had set up about seven technical training institutes, one in each province. At that level, they were being offered diploma craft courses. We said that if one had acquired an artisan training qualification at the post-primary level, youth or village polytechnic level, it should then be possible to advance to the higher level, which was the technical training institutes that we had at that time. One would then acquire a diploma or higher diploma or crafts course. view
• 14 Jul 2021 in Senate: We also said that if one needs to go to the university, we should also have created a technical university to absorb some of those candidates who may be able to advance vertically to achieve the standards required to enter the university level. view
• 14 Jul 2021 in Senate: We did not preclude that those who had completed post-secondary education, were not able to go to the university, and had an aptitude to do the vocational and training courses, should then horizontally cross to the middle level institutes of technology to advance for craft courses. view
• 14 Jul 2021 in Senate: We had the Kenya polytechnic then in Nairobi, Kisumu and Mombasa polytechnics. As a Minister then, we were able to change the Kenya Polytechnic in Nairobi to a technical university. That was how we got some of those technical The electronic version of the Senate Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Hansard Editor, Senate. view
• 14 Jul 2021 in Senate: universities being developed. The students who were at that level could proceed on to the technical universities. view