- Garissa residents have called for Arabic to be formally recognised in Kenya’s curriculum, with proposals to introduce it from Grade 4.
- The County Education Board has urged the Ministry of Education to establish a task force to explore incorporating madrasa education into the formal system.
- Stakeholders, including KUPPET, KNUT and Garissa University students, have pushed for stronger capitation protections and safeguards against tertiary funding delays.
Residents of Garissa County have called for the Arabic language to be formally recognised in Kenya’s education curriculum, with a proposal to introduce it from Grade 4.
The proposal was made during public consultations on six proposed Education Reform Bills held at Garissa University.
During the session, chaired by Mandera South Constituency MP Abdul Haro, the County Education Board, through its Secretary Abdi Maalim, asked the Ministry of Education to establish a task force to explore how madrasa education could be incorporated into the formal education system. “We are 90 per cent pastoralists and 95 per cent Muslims. Our journey to learning does not begin in a formal classroom but under a tree or in a madrasa at a very young age. We propose that the Ministry of Education sets up a task force to find the best way to implement madrasa education in our curriculum. We have enough books; Arabic is richer in literature than Chinese, German and other foreign languages,” he said.
Garissa Sub-County Director of Education Rashid Mohammad proposed that Arabic be introduced at Grade 4 to allow learners to master the language at an early age. “Arabic should be introduced at Grade 4 in our schools to give children an opportunity to master the language earlier in life,” he said.
Education unions KUPPET and KNUT also called for stronger provisions on capitation funding to protect head teachers from penalties arising from delays in school funding.
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Education students at Garissa University further urged the committee to strengthen the Tertiary Education Bill, particularly provisions on financing higher education. “We have seen laws passed, but they only remain on paper. The law needs to protect students from funding delays,” said Mr Joseph Macharia, a student at Garissa University.
Representatives of the deaf community also presented their views, calling for increased government funding to support learners living with disabilities.
Haro welcomed the submissions, noting that the views would contribute to the formulation of the proposed legislation. He particularly highlighted concerns surrounding the proposed higher education funding model, urging residents to scrutinise both the financing and repayment mechanisms. “These Bills, especially the one touching on higher education funding, are important to all of you.
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If enacted into law, it will shape the education of your children. Every child should be fully funded to pursue their education, whether in public or private institutions. Therefore, what you need to question is the funding model and the repayment model; these should not be a burden to our children. You can streamline this area by giving us further submissions online,” Haro said.
He encouraged residents to submit additional views through the Office of the Clerk of the National Assembly as the committee continues with its consultations.
By Lizzy Aluga
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