Category: Technology

The Cabinet Secretary (CS), Ministry of Information, Communications and the Digital Economy Eliud Owalo has urged institutions of higher learning across the country to invest in ICT systems and automate their operations.

Owalo termed the universities’ automation process in the provision of services as very much similar to what the government is doing as far as the digital transformation agenda is concerned.

He said that ICT is not just an enabler to all assets of the plan but is also a critical success factor for the government to move forward.

The CS made these remarks during the launch of the University of Nairobi (UoN) ICT systems under the theme ‘Making the University Vibrant and Sustainable through Digitalization’.

In regards to what the University is doing starting with the 155 Wi-Fi hotspot, Owalo revealed that the Ministry of ICT is rolling out 100,000km of fiber optic cable to ensure that all those in the country that are not connected to internet get a reliable and stable internet and the minist
ry is also already on the trajectory of holding up the 100,000km of connecting fiber to all parts of the country.

According to the CS, the Ministry is also setting up a total of 25,000 free Wi-Fi hotspots which are intended for what the university is doing; so that the students can have hotspots around the hostels to connect to the online platform around the university from the comfort of their hostels to join the classes.

Further, he maintained that the Ministry’s target is to ensure that all government processes are digitalized so that Kenyans could consume services in the comfort of wherever they are in which aligns with the digitalization of the university process.

The CS observed that in 2022, the government had only 350 services in the eCitizen platform unlike today where 15,462 services are already fully digitalized.

He said the remaining services are partially digitalized and all government services will be available virtually on the platform for the citizens to consume the services wherever they
are.

‘Under thematic area of digital skilling, if we have public digital infrastructure in place, correspondingly, we must ensure that there is a commensurate level of skilling among the Kenyan population,’ stated Owalo.

He added that the Ministry has already rolled out an ambitious Jitume digital hub platform targeting youth members of the Kenyan society including but not limited to those in institution of higher learning, and also embarked on rolling Jitume hubs to 185 TVETS spread fully in the country to ensure youth get digital skills and access to digital jobs.

Additionally, the CS noted that the government, in a proactive manner, is training the youths and going an extra mile, connecting them to global technological companies so that they could leverage on the opportunities in the way of digital jobs.

Owalo announced that the Ministry has partnered with the legislature and is working together with Members of Parliament (MP) to facilitate a review of the Constituency Development Fund (CDF) Act to ena
ble MPs to spend 3% of annual CDF allocation on establishing the facilities in which to deploy digital devices.

He said that the National government is subsequently providing devices, connecting the internet, facilitating the training for free and connecting youths to the digital job where it has already trained 390,000 youths and connected 135,000 youths to digital jobs thus transforming youths from learners to earners.

The CS at the same time urged the Vice Chancellor of the University to find ways and means to ensure that on the digital platform and systems established, the students of the institution could also be able to become earners of those digital platforms and be able to pay their own fees among other privileges.

Even as UoN is embarking on the data center where Data privacy and Security is concerned, Owalo cited the need by all stakeholders to ensure that there is safe data storage facility and comprehensive risk mitigation framework built around digitalization processes so that it could corres
pond to the services and the risk of mitigation framework could also stand the test of time.

Cabinet Secretary for the Information, Communication and the Digital Economy Eliud Owalo (centre) poses for a photo with education and technology stakeholders during the official launch of digital ICT system for the University of Nairobi on Tuesday 26th March 2024 at the University’s main campus grounds

The CS also noted that the 222-payment system was a notable example of the benefits that could be accrued from enhancing efficiency and effective innovation which has already increased revenue collection because the Ministry has leveraged on technology to seal out the revenue leakages.

‘Let us digitalize all our processes to re-engineer operations and enhance efficiency, effectiveness, seal out all revenue leakages, eliminate corruption fully within operations to give enough revenue within the institutions and allow universities to run operations,’ he advised.

Also speaking at the event, University of Nairobi Vice
Chancellor Stephen Kiama said that the university community is very happy being the trailblazer in fulfilling the need to access innovation and showing the way as a digital immigrant.

He added that they wanted to be a competitive university in transforming the society adding that people needed to be trained and adopt change noting that innovation comes is never effective until the challenges are overcome.

Kiama said whatever challenges come with the digital launch, as a university they would adopt and improve on them.

He noted that innovation is disruptive, and urged all stakeholders to adopt and align with the new digital advancements accordingly.

The Director of ICT Paul Kariuki acknowledged the big support from the Transition Steering Committee and the Digitalization committee, claiming that they have made another significant milestone in the journey towards complete digitalization.

Despite the challenges posed by the technology of the past, Kariuki said that the university celebrated with the first b
atch of computer science graduate students who have contributed to the university’s ongoing journey toward automation.

He remarked that this is a testament of a relentless investment in ICT, Human Resource and Infrastructure that the university has embarked on, recognizing it as a beacon of innovation and pioneer in ICT adoption amongst institutions of higher learning.

Kariuki highlighted the following digitalization process to have been officially launched for the UoN ICT system including payment process Flow, UoN Financial Management System, Employment portal, Car sticker System and Document management System.

Source: Kenya News Agency

Murang’a secondary school principals have retained Esther Wambugu as their chairperson to head their branch of Kenya Secondary School Heads Association (Kessha).

Wambugu won the election, in the hotly contested position after she garnered 145 votes against Humprey Kariuki who garnered 143 votes.

Wambugu in her acceptance speech at Technology Primary school, in Murang’a on Tuesday said that she will improve the management of the association and unite the heads of the various schools.

‘As the current chairperson, I am familiar with the association’s dynamics and I promise to better its management,’ she said adding that elections of the association were competitive and united the heads together.

Wambugu, who is the Principal of Mumbi Girls secondary School said the association is fighting to ensure that the government’s policies towards education are favourable.

On his part, Kariuki conceded defeat and congratulated Wambugu saying he will work with her to make the association strong.

‘We did our best but t
he school heads have elected their preferred leaders,’ said Kariuki, principal of Githumu Boys Secondary School.

Kessha acting national chairman Willy Kuria who was an observer said the elections were free and fair, and pleaded with the principals to rally behind him as he will be running for the national post.

‘Murang’a teachers have demonstrated honesty in their branch elections and we are appealing to all the heads from the Mt Kenya region to attend the national heads conference and back their own,’ said Kuria.

Kuria, the principal at Murang’a High School thanked the head teachers for their commitment in carrying out a peaceful election.

In the election, Kamau Thuku from Vidhu Ramji Secondary School was elected the vice chairman after he garnered 143 votes.

Others who were elected include, Secretary, Hannah Wanjiru, organizer Patrick Irungu, Vice treasurer Caroline kioi, Treasurer Joshua Githinji and Assistant secretary Eunice Wamaru.

Source: Kenya News Agency

When she joined Form One in 2019, Alice Muthoni Githinji believed that the field of science and technology was the preserve of men.

She still held to the misconception that girls ought to get ‘soft-skills’ and pursue subjects that will lead them to ‘soft-careers’ such as nursing, teaching and secretarial work among others.

Ms. Githinji often felt less confident about her abilities in Science, Technology, Engineering and Mathematics (STEM) subjects even though she would perform better than some of her male classmates in these subjects.

The 19-year-old vividly recounts events of the day a female Chemistry teacher walked into their classroom and asked students what they wanted to be in future. The answers were impressive. Some said lawyers, architects and doctors, others aspired to become aeronautical engineers, pilots and neurosurgeons.

With each proclamation, she noted the escalating disappointment on the teacher’s face. Very few girls wanted to pursue careers related to STEM and they told the teacher as m
uch.

When pressed to justify their decisions, most of the girls ‘confessed’ that they considered STEM related subjects and careers prestigious and reserved for academically outstanding male students. This was perpetuated by the belief that men perform better in technical professions.

Today, Ms. Githinji who had trained her sights on becoming a saleswoman is a second year Electrical Engineering student at the Kenya Industrial Training Institute (KITI) in Nakuru. She is among the only 3 women in a class of 15 male students.

Her story is a testament of how interventions meant to encourage girls and women to pursue STEM related careers in Kenya are bearing fruit.

For Ms. Githinji, being enrolled into a career guidance and mentorship program at Youth African Women’s Initiative (YAWI) was life changing. She was then a form two student at Kiungururia Mixed Secondary school in Gilgil Sub-County.

According to her, YAWI’s confidence-building initiatives, mentorship programmes, and showcasing of successful women in
STEM served as catalysts, reinforcing the belief in her that gender should never be a barrier to aspiring young minds.

Through YAWI’s personalized narratives, her cohort that comprised 20 girls began to embrace these subjects perceived as ‘hard’ and exerted effort in becoming the women they admired.

‘This enhanced my sense of identity in my cohort and paved the way for us to seriously embark on the journey of becoming future women scientists, engineers, researchers and innovators,’ Githinji revealed.

Through the mentorship program Ms. Githinji was linked to the Ajira Digital Program and has undergone rigorous training in digital marketing, web design and logo design.

Armed with knowledge and skills acquired she is currently providing highly innovative IT services to transform the society and business services.

Some of the services include web creation and management, graphic design, online marketing, building websites, freelance writing, virtual assistant and content creation among others.

Her trajector
y from an aspiring saleswoman to a budding electrical engineer who has, in addition, established a thriving online ICT venture underscores the transformative influence of mentorship, vocational education, and unwavering perseverance.

The dynamic nature of technology now inspires a girl who once dreaded STEM careers and, in her own words, the new challenges she faces each day, provide daily motivation to innovate and find solutions in technological spheres

Ms. Githinji says the initiative by YAWI to spearhead formation of STEM clubs in schools has helped in organizing STEM competitions for female students at the sub-county levels to recognize outstanding females and this is inspiring more girls to pursue STEM courses.

The competitions also expose the girls to trailblazers in the technology and science disciplines, further busting the myth that STEM-related disciplines are a reserve for boys.

The YAWI initiative inspires many high school girls to pursue STEM subjects by providing them with the opportunity t
o interact with women captains of industry and receive computer and technology training.

She added that, through interactions with professionals and industry players, female students gain career guidance, information about technology and business roles. Some of these events are virtual, allowing girls from Kenya to interact with role models and mentors locally, regionally and internationally.

Ms. Githinji indicates that once she completes her studies in Electrical Engineering, she hopes to use her expertise in ICT to enable her customers to better engage with her electrical services and products and create brand awareness for her businesses.

By enabling more customer engagement, Ms. Githinji said that her business will get more valuable insights and data about consumer preferences. Through this, she hopes to make data-driven decisions, provide products and services that are relevant to her customers, create better customer experiences, and have better approach to new customers.

According to YAWI Executive
Director Ms. Fidelis Karanja, in order to improve STEM uptake for girls, they have been working with teachers, women professional associations, ICT experts and career guidance counsellors among other partners to conduct camps for secondary school students where girls are coached.

Ms. Karanja notes that Kenya, like many countries, grapples with gender disparities in Science, Technology, Engineering and Mathematics (STEM) fields.

The Executive Director cites data provided by Engineers Board of Kenya, the body that registers engineers and accredits engineering programmes offered by universities in Kenya, which indicates that out of 2,501 registered professional engineers as of 2022, only 211 are women, representing a paltry 8.4 per cent.

She states that in sub-Saharan Africa, women researchers constituted a mere 18 percent to 33 percent as of 2020, highlighting the urgent need for their increased representation and inclusion in science.

‘Empowering young girls in STEM involves more than just providing educat
ional opportunities; it requires instilling confidence and reinforcing the notion that they are equal to the task and just as capable as their male counterparts’, noted Ms. Karanja.

Far too often, she adds, girls wrongly believe that they’re not good in science; they think they’re best in the arts. She explains that through STEM Clubs the girl’s abilities are being acknowledged at a young age and therefore giving them confidence to choose science as a career choice.

Ms. Karanja underscored the importance of role models in the initiative saying the mentorship program has been spotlighting successful women scientists and engineers that the girls can look up to and emulate.

‘They need to feel that anything is possible, and the best way for us to do this is to tell the story of female pioneers, both past and present. And there are so many women scientists and engineers who are making a difference every single day,’ Ms. Karanja indicated.

The Executive Director reveals that the initiative is also addressing cu
ltural factors, gender stereotyping, societal negative perceptions, parental attitudes, institutional factors and policies among many other challenges that girls face.

To this end YAWI has incorporated a sensitization component on the importance of STEM to teachers, the communities and parents who to a large extent, influence their children’s career choices and motivation.

‘We are also challenging the perception that only learners with very high grades can study engineering, especially for girls who may not have qualified to study engineering at the degree level. In fact, a lot of the everyday engineering needs at the community levels require the skills of diploma and lower-level graduates,’ states Ms Karanja.

According to the Executive Director, since gender gaps are particularly high in some of the fastest-growing and highest-paid jobs of the future, like computer science and engineering, the program has also roped in ICT experts to train and mentor the current cohort of 60 girls.

During mentorship sess
ions, science and computer coding take centre stage for the small segment of a growing army of female coders trying to solve everyday problems in a field dominated by boys and men.

Ms. Karanja indicates that Kenya, one of the most technologically-advanced countries in Africa, known for its pioneering mobile money transfer apps, is like many of her counterparts and needs to get more girls interested in coding.

‘We have templates for each of the girls, where every term we compare whether their grades in STEM subjects have improved. If they have not improved, we look at the likely causes, challenges and possible solutions,’ she states.

For Ann Wanjiru, a Form Three Student at Hillcrest Secondary School her interest has been enhanced during the YAWI mentorship program where she has had the opportunity to interact with various professionals, including ladies who had specialized in STEM courses.

Ms. Wanjiru says that by fostering a supportive environment consisting of teachers, parents and male classmates that
value and nurtures their abilities, the young girls have been inspired to pursue STEM courses with the assurance that their contributions are invaluable and essential.

The 17-year-old offers that once she changed her attitude her performance in mathematics and chemistry has tremendously improved and that she has been made aware of career choices.

Sophie Nganyi, a Form Four student at Kiungururia Secondary School who aspires to be a neurosurgeon reveals that she, for the first-time last term, scored a B plain grade in both chemistry and biology after she developed a keener interest to study the subjects following YAWI’s mentorship.

To bust the stereotype of STEM as difficult, boring courses, Ms. Nganyi notes that her teachers were engaging young learners in a fun way, to help build their interest in the subjects.

Involvement of women teachers of STEM in the initiative she says has also helped build their capacity to deliver content professionally and competently.

Shakira Maritim, a Form Two Student at Hil
l Crest Secondary says through the YAWI mentorship she has benefited from career guidance which she believes will help her get a job to suit her aptitudes and interests.

Ms. Maritim states that after being helped to know her talents and limitations and also being made to understand what is involved and required by the various types of work, she has chosen to pursue a career in medicine as is the one that best suits her personally.

‘When my performance in mathematics, chemistry and biology improved drastically, I realized that all a girl needs to do is to change her mindset that these are subjects where only boys who are exceptionally gifted academically can excel. It is a stereotype that should be debunked.’

Mr Joseph Wanderi, an ICT expert involved in the mentorship program, noted that in the 21st century, digital literacy is a key driver during teaching and learning the initiative. He also emphasized the need to include ICT integration during the learning process.

He says the girls are trained on coding
, robotics, digital literacy and Scratch block-based programming language.

Mr Wanderi indicated that coding is a critical skill that can enable every household to actively participate in the digital economy in creating virtual jobs.

According to the ICT expert, mastery of coding will help learners to think differently, be more creative, grasp mathematics easily and be collaborative. He added that it will accord them valuable life skills and prepare them for work.

‘We need to know how to grow our technology from primary school. You have heard about coding that is now going to be part of our curriculum to ensure technology becomes part of our journey from primary school all the way to university,’ he explains.

Mr Wanderi pointed out that promoting coding in schools exposes young learners to technology and creates a path to a new world of innovation and creativity.

‘Coding is really key in the CBC curriculum and in the world we live in today. We are now looking at virtual reality, machine learning and even
artificial intelligence. The world is moving away from computers to automation, engineering and robotics. People want to automate systems without having to be there.’

He says Scratch is a creative learning tool in coding that is very experimental.

‘The Scratch coding programming experience allows young people to build on their passions and interests as they get a chance to learn new things about themselves and the world,’ Mr Wanderi adds.

Chemistry and Biology teacher at Kiungururia Secondary School Ms. Loice Mwai says elimination of stereotypes and prejudices on the ‘masculinity’ of Stem would be a step in the right direction.

The mentorship program, she observes, was an excellent example of a platform that showcases innovation and develops interests and talents in Stem.

‘Stem drives economic growth. We must redouble our efforts to boost the number of girls and women in Stem. By harnessing their skills and smart ideas, we will realize important progress towards the Sustainable Development Goals (SDGs) a
nd a more peaceful, just and prosperous world.

She states other strategies being employed in the initiative specific for motivating female learners and improving their self-perception include use of role models and vibrant career guidance.

The purpose, she said, is to make the possibility of women scientists and innovators visible to students pursuing STEM-related courses and children, particularly girls, so that it can broaden their minds to not only pursue science but also become entrepreneurs.

While admitting that negative perception towards technical subjects was a cause for concern, Faith Wanjiru, a mathematics and physics teacher, is optimistic the initiative will pay off.

According to Ms. Wanjiru, many students are not conversant with the vast array of careers and hobbies that exist in science.

Through the use of modern and interactive learning materials, Ms. Wanjiru said learning of STEM subjects can be made fun and interesting and thus improve students’ attitude, achievement and confidence, and
trigger creativity.

Additionally, many female students do not believe they can perform well in science and carry the perception that it is too difficult, hence the need for such spirited initiatives to debunk such beliefs.

‘Teachers play a key role in encouraging or discouraging students from taking up science subjects in secondary school. As a mathematics teacher, girls always tell me the subject is hard, which is not the case. Teachers should be trained and empowered to teach these subjects in a way that makes them attractive. We must find ways of changing this attitude,’ she concluded.

Source: Kenya News Agency

The Principal Secretary for ASALS and Regional Development, Kello Harsama has orchestrated the handover of Sh30 million worth of projects to Merille Mixed Secondary School.

These transformative projects, facilitated by the Kenya Dryland Education Fund (KDEF), highlight the significance of partnerships in advancing educational and socio-economic development in the region.

Operating as a non-governmental organisation in Marsabit and Samburu counties, KDEF has emerged as a pivotal player in bolstering the education sector’s growth.

During the ceremonious handover, PS Harsama lauded KDEF’s tireless efforts and called upon other stakeholders to follow suit, stressing the imperative of collaborative endeavors in fulfilling the government’s BETA agenda.

One of the flagship initiatives unveiled is the groundbreaking Livestock for Fees program, designed to provide financial assistance for education by harnessing the region’s abundant resources.

This innovative approach not only promotes access to education but al
so empowers local communities economically, fostering sustainable development.

Of notable significance is the Merille School Water Project, a vital endeavor promising clean and sustainable water sources for the school and its environs.

This initiative represents a significant stride towards improving living conditions and underscores the holistic approach adopted by KDEF in addressing community needs.

Furthermore, the inauguration of a modern science laboratory and a well-equipped boy’s dormitory underscores KDEF’s unwavering commitment to enhancing the quality of education and student welfare.

In a gesture of continued support, KDEF generously donated 50 lockers and chairs, enriching the learning environment and fostering academic excellence.

PS Kello Harsama (right) with Ahmed Kura, founder and CEO of KDEF handing over Merille water project to Merille Mixed school.

In a commendable demonstration of their dedication to equitable education, KDEF pledged to provide bursaries to 1400 students at Merille M
ixed Secondary School, irrespective of their financial backgrounds.

This commitment reaffirms the organisation’s mission to ensure that every child has the opportunity to pursue education and realize their full potential.

Expressing sincere gratitude, PS Harsama extended appreciation to KDEF and its founder CEO, Kura Ahmed, for their relentless advocacy and dedication to education promotion.

He reiterated the government’s unwavering commitment to collaborating with organisations like KDEF to ensure the provision of equitable educational opportunities, thereby charting a course towards a brighter future for the nation.

In response, KDEF Founder and CEO, Ahmed Kura, reaffirmed the organisation’s steadfast commitment to partnership with the government, emphasizing the collective responsibility to ensure that every child receives an equal chance in education.

This collaborative spirit exemplifies the transformative impact that can be achieved through concerted efforts towards educational advancement and comm
unity development.

Source: Kenya News Agency

The quality of education in 135 targeted Sub-Counties in Kenya significantly improved in the last six years, thanks to the ministry of education through a World Bank funded project.

The Kenya Secondary Education Quality Improvement Project (SEQIP) targeted 135 Sub-counties from 30 Counties which were identified through a rigorous selection criterion resulting to improved quality of teaching among other milestones from 2017 to December 2023.

The key milestones as enumerated by Mr. Elijah Mungai, the Director Directorate of Projects coordination and delivery in the state department for basic education include reduction in teacher shortage for Science, Mathematics and English teachers in targeted areas which was implemented by the Teachers Service Commission (TSC) where 2,592 secondary and 920 primary school teachers were employed.

Director Mungai said the intervention saw live streaming of lessons piloted in 10 satellite schools from two principal schools. Teachers professional development was enhanced throu
gh school based teacher support system for teachers totaling 51,950 in 6,500 primary schools and 2,000 secondary schools.

A total of 2,254,782 Science, Mathematics and English text books were distributed to all grade 7 and 8 learners in 7,852 primary schools while 4,329,057 Science, Mathematics and English text books were distributed to learners in form 1-4 in 2,147 secondary schools. Brailed text books 10,770 in total and 42,546 text books printed and distributed and assistive devices distributed to 2,145 learners with disabilities.

Retention in upper primary school and transition to secondary school in targeted areas improved school learning environment where 1,053 additional classrooms, 861 additional laboratories and 1,896 sanitation facilities and a proposed ultra-modern training facility at CEMASTEA.

The Ministry of Education conducted advocacy and community mobilization social support and gender sensitization programme in 1,476 locations across the 135 Sub-Counties with 1,478,135 sanitary towels for
girls being distributed.

A total of 18,000 learners in cohorts of 9,000 each benefited from the Elimu Scholarship Program where the first cohort sat for KCSE in 2023 and recorded an impressive performance with 46 percent qualifying to join university and 82 percent attaining grade C-(minus) and above.

The project enforced systems reforms support through the development and introduction of CBC curriculum designs for Grades 4 to 9 as implemented by the Kenya Institute of Curriculum Development (KICD).

SEQIP strengthened the national system for monitoring learning progress and national examination by Kenya National Examination Council (KNEC) through a baseline and middleline studies to monitor learner achievement (MLA) for form 2 and national assessments for grades 3,4,5, and 6 conducted as well the establishment of a web based competency based assessment (CBA) portal.

The Ministry of Education carried out three policy studies to establish prevalence of gender based sexual violence (GBSV) which resulted to a
policy framework for addressing GBSV issues. Education officials were sensitized on operationalization of gender responsive mechanisms (GRM) structures.

A baseline survey for high dropout rates for upper primary grades 7 and 8 and a capacity assessment for Jomo Kenyatta Foundation (JKF) to coordinate, manage and regulate scholarships were conducted.

The World Bank has since extended the SEQIP project period for an additional year till December 2024 owing to the delays occasioned by the COVID-19 pandemic in 2020.

Source: Kenya News Agency

The Tinderet National Government Constituency Development Fund (NG-CDF) has released Sh55 million in bursary to learners in various schools and tertiary institutions.

Area Member of Parliament (MP) Julius Melly who issued the cheques at Got Ne Lel Girls Secondary School said out of the figure, beneficiaries in day schools would receive Sh33 million while those in boarding schools would get Sh8.5 million. Learners in colleges and universities will receive Sh6.2 and Sh4.9 respectively.

A total of 70 bright and needy students will receive up to Sh. 53,000 each to cater for all their expenses in school, he added.

Melly said through the Presidential Bursary Scheme, an additional 56 learners would benefit from Sh679,000 to support their education.

He said the support was a commitment from the government and the Constituency leadership to ensure that all children go to school, urging the respective principals to spend the money prudently for the benefit of the learners.

‘The drive to free education has gathered
momentum. There is a lot of effort from the government, Members of Parliament, banks and well-wishers and therefore no child should be left at home,’ he said.

The MP lamented over cases of school drop out in the area which he said stemmed out of parents abdicating their responsibilities.

He said some of the children ended up working in sugarcane plantations as cane cutters killing the dream of boosting education standards in the area.

He asked chiefs and assistant chiefs through their structures to intensify a crackdown in their areas to ensure that the practice is eradicated.

The administrators, he added, must work with other government agencies to mop up all learners and ensure they go to school.

Melly further urged the school heads not to send children home due to lack of school fees but invite their parents to school and come up with a payment structure.

‘The government is struggling with generating revenue. Even the CDF we are releasing today has delayed. Therefore, you must manage the funds to the
best of your ability,’ he said.

He noted that retaining students in school has proven to have a positive impact on results urging teachers to work with the capitation funds allocated to them to sustain learners.

‘Research has shown that sending children home takes away 40% of their performance. This also exposes them to bad company and stigma besides lowering their self-esteem,’ he said.

Mental health, he added, was a big challenge in the Constituency and the country at large.

This, he said has seen five Early Childhood Education (ECD) teachers commit suicide in the area over the last one year.

The issue, he said, was alarming calling on school heads to restore guidance and counselling services.

‘Let us talk to one another. Let us talk to the students because some of them have children back at home and this affects them in one way or the other,’ he said.

Source: Kenya News Agency

Baringo county government has disbursed bursaries amounting to Sh528 million to over 30,000 learners in both secondary schools and tertiary institutions since the advent of Devolution in 2013.

Governor Benjamin Cheboi said that despite the funds boosting enrolment and education standard in the region, the amount was too little to cater for the ever increasing number of students in need of assistance to pursue their studies.

The governor said this on Tuesday at his Kabarnet office grounds when he launched the distribution of County bursary and scholarship funds worth Sh78 million set to benefit 1,498 trainees in 15 vocational training centres, 1,598 early childhood development teachers who are undergoing Competency Based Curriculum training as well as 6,519 learners in primary, secondary and tertiary institutions.

He thanked local MCAs for committing their ward funds meant for development towards bursary kitty to support needy and bright children from poor households.

Governor Cheboi proposed a change in l
aws governing Equalization Fund which currently supports infrastructure development in the primary health care, road and water sectors.

He argued that restricting the funds only to development of structures and leaving out the crucial element of personnel emolument, equipment and maintenance of the physical facilities may not achieve the desired intention of addressing historical marginalization and unequal development in the country

Governor Cheboi noted that the Sh10 billion Commission on Revenue Allocation (CRA) given to 34 marginalized counties to improve quality of services was inadequate as the disadvantaged units were still grappling with myriad challenges like high illiteracy levels.

He stated that sub counties like Tiaty East and West as well as Baringo North and South who were set to benefit from Sh850 million Equalization Fund allocated to the county were in need of massive investment in education in order to turn around the region.

‘We have a problem of insecurity in our county and one of the
causes is high illiteracy levels. In our communities we don’t know alternative sources of raising funds other than stealing cows,’ said Cheboi.

The Baringo governor challenged legislators and lawmakers to increase allocation to counties in order to address such glaring inequalities that were likely to stagnate growth in devolved units.

Deputy Governor Eng. Felix Kimaiyo in his remarks expressed the need of having an educated society which he said was crucial in eradicating poverty besides enhancing the security of residents.

Among the leaders who attended the launch include County Assembly Committee Chair for Education Michael Chebon, Assembly Deputy Speaker Kipruto Kimsop and County Executive Committee Member (CECM) for Education Rev. Symon Kiuta.

Source: Kenya News Agency

The National Council for Persons with Disabilities has partnered with the Kenya Institute of Special Education (KISE) to train government officers in Kenyan Sign Language to enable individuals with hearing impairment to access public services.

Speaking during the Kenyan Sign Language training at Kisii primary school in Kisii town, KISE Representative John Mwaura said they want to impact knowledge among government workers who provide services to citizens so that they can ensure people who are deaf are incorporated and served appropriately in government offices.

Mr Mwaura noted the program has been running within different training centers in the country to reach as many government workers as possible from different counties.

‘We are providing the participants with basic knowledge of the Kenyan Sign Language for three months to help them to speak, interpret, and assist those with hearing loss in their areas of need,’ he said.

Mwaura added that KISE aims to have at least 10 percent of the Kenyan population w
ith knowledge of Kenyan Sign Language to ensure they support those with hearing impairment from different communities.

Samuel Mokua, a Sign Language Facilitator from the National Council for Persons with Disabilities noted the training is free of charge and targets workers at the Huduma Centers countrywide and other government sectors that interact with people with hearing loss.

Mokua noted the training in Kisii had incorporated government workers from Kisii, Nyamira, Bomet, Kericho, Migori, and Homa bay counties.

Jackline Janai, a participant and staff at Huduma Center Kisii, told KNA that she had learned to communicate with the deaf community through the training and can assist them whenever they seek information at the customer care desk.

‘Previously, I would look for a pen and paper and request the deaf clients to write down the service they require at our offices. However, I am happy that I have learned the basics of Kenyan Sign Language and will be able to assist citizens with hearing impairment,’ s
aid Janai.

Source: Kenya News Agency

Teso South MP Mary Emase has urged school principals in the sub county to embrace the hybrid learning option to improve the standard of education after the area failed to produce grade ‘A’ plain in the last 10 years.

Speaking at St Joseph’s Chakol secondary during the distribution of bursary cheques to bright and needy students, Emase challenged teachers to do benchmarking on top schools in the region like Butere Girls where the hybrid system has been effective leading to excellence results.

‘Instead of lamenting about the meagre resources at your schools, why don’t you embrace the online learning method which has been tested in best national schools like Butere Girls and is working effectively?’ Emase advised.

The legislator added that ‘the NG-CDF Teso South is ready to procure software and facilitate benchmarking exercise to reclaim the lost golden glory of our sub county where St. Monica Chakol Girls and St. Pauls Amukura were champions in the western region.’

Emase added that it was time for schools a
nd learners to give value for the money noting that it’s worthless to benefit from a bursary scholarship for 4 years and produce grade Es.

‘Let us be realistic sometimes. Why should we give you a scholarship for years only to get an E? It will be better if you just join TVET College after primary and acquire a skill of your choice which will be more useful to you in life,’ she advised.

The progressive NG- CDF Teso South Constituency disbursed a total of Sh64 million education bursary cheques support to various beneficiaries and to help ease pressure on schools which were burdened by huge school fees areas.

‘I want to urge our parents also to be responsible and supportive to our schools in order to ignite positive results. If you are benefiting from both the county and NGCDF bursary, why don’t you clear the fee arrears?’ the legislator urged.

Emase warned parents against failing to shoulder their responsibilities thinking the government would cater fully for the education of their children.

‘Some parents
are not serious as much as we want to blame school principals. Someone with a balance of one thousand overlooks it until it accumulates a huge fee arrear prompting school heads to send students back home,’ she added.

Emase however warned political leaders to keep politics out of schools and not to incite parents against teachers whenever the school produced poor results.

In the last year KCSE exams, Asinge Secondary produced D plain as the best mark in the school with 70% of the students getting grade E, a move that saw parents withdrawing their learners from the school citing poor management and political interference.

Source: Kenya News Agency

Over seven thousand students from Awendo constituency Migori County have received bursaries from the National Government-Constituency Development Funds (NG-CDF).

Speaking during the issuance of the bursary worth Sh 50.5 million to over seven thousand needy students, Awendo Member of Parliament Walter Owino said that the bursary will ensure the needy students get a chance to advance their education careers.

Owino however, pointed out that although the system to award bursaries from the NG-CDF has over time helped needy students’ access education, he was of the opinion that the surest way to help the nation’s education system was to make education free.

‘We had more than eleven thousand applicants for the bursary but our NG-CDF could only cater for the seven thousand. The government needs to prioritise free education to give each child in Kenya a chance to better their education,’ lamented Owino.

The legislature disclosed that they will be lobbying the government to fully take care of the entire education c
ost to help keep needy children in school.

Simeon Makawa, a parent from Awendo Sub County explained that the cost of education for orphans, needy and vulnerable children can become unbearable if they do not get the bursaries.

He called on well-wishers to help support the less privileged children to make society a better place.

Source: Kenya News Agency