A REPORT BY THE PRESIDENTIAL TASK FORCE ON BUILDING BRIDGES TO UNITY ADVISORY - OCTOBER 20191. on what is needed of us
'The Task-force calls for us to develop a responsibility and execution culture through mechanisms embedded in schools' ~page 9
2. on parenting skills
'Each home, family, community, religious organisation, and school should develop a system to build parenting skills — which include the protection of children from abuse — for all new parents so that they know how to properly instruct, correct, rebuke, and support their children.' ~ page 24
3. on insecurity
'Sexual abuse and violence are making the home and other protected spaces like schools, religious centres, and workplaces feel threatening and unwelcoming.' ~page 27
4. on responsibility
'Kenyans should learn service from the earliest age. In schools, and particularly boarding schools, students should carry out work and exercise responsibilities that demand their effort and service to the community.' ~page 34
'All students should be involved in structured volunteer initiatives that serve the poor and needy beyond the school gates. These initiatives should reflect values of compassion, empathy, cooperation, and responsibility.' ~page 34 'The National Government, working with private sector associations, should develop and launch a National Volunteers Network that identifies the need for volunteers and gives formal certification for the work done. This should use technology to identify people or organisations with a need for volunteers and link them to willing groups in schools, homes, and workplaces. In schools, it should include adult volunteers and mentors engaging with students. School holidays can be used for students’ volunteering work, in environments that are different from where they live or go to school.' ~page 34 'Develop a responsibility and execution culture because there is a national deficit in execution and the acceptance of individual responsibility. To build a culture of responsibility and effective implementation is not intuitive, it must be deliberately inculcated in people from their upbringing, our communal and national ethos, and in their training and education.) To this end, Kenyan schools should draw all students into chores and responsibilities that uplift and provide for the school and the broader community. This will help to develop a culture of responsibility, and getting tasks done. Schools, at every level, should also actively encourage and enable volunteering for those in need in the communities or institutions close to the school.' ~page 40 ‘Skin in the game’ and responsibility of leadership — Part of choosing to be a Cabinet member or to be a Principal Secretary, and their equivalent in the Counties, is to be ready to have 'skin in the game’ in using the services that you develop and manage on behalf of all Kenyans. If it is good enough for Kenyans, it should be good enough for you. The Ministerial Code should include Ministers making use of services for their own personal and family needs. For instance, the children of the Education Minister should make use of public schools; the Health Minister should use public healthcare; and so forth. All Ministers should use public facilities and services. These principles should be reflected in the Counties with the County Executives. ~page 40-41 'Inspired by the national anthem and the national values, create a Charter of Citizen Responsibilities that includes a Patriot’s Pledge to the Nation and the Constitution of Kenya (for schools, workplaces, and official national and public events).' ~page 103 'Kenyan schools should draw all students into chores and responsibilities that uplift and provide for the school and the broader community. This will inculcate a culture of responsibility, and getting tasks done.' ~page 103 'Schools, at every level, should actively encourage and enable student volunteering for those in need in the communities or institutions close to the school.' ~page 103 'Encourage Volunteer Clubs in all schools' ~page 103 'Plans should be devised for involving those not in school' ~page 103 5. on rights
'Kenyans have God-given rights that must now stand alongside a Kenyan Charter of Citizen Responsibilities that is inspired by the National Anthem and the National Values, and includes a Patriot’s Pledge to the Nation and the Constitution of Kenya (for schools, workplaces, and official national and public events)~page 40
6. on national cohension
'School curriculum should feature compulsory components on history, cultural diversity, knowledge of the major religions including traditional ones, and the relationship between the Constitution and our cultures/religions.' ~page 45
'Ensure that secondary boarding schools that are publicly funded have representation from different Counties amounting to at least 50% of the student body. ~page 45 7. on divisive elections
'Our politics have taken on the aspect of a conflict that every five years threatens to destroy lives, and even puts the continuity of our country at risk. It allows those we charge with responsibility, from the high offices of State, to our schools, churches, and mosques, to manifest the worst in themselves and to degrade our trust even further.' ~page 48
8. on shared prosperity
'Encourage the private sector to form a national, non-profit foundation, chaired by the President, that provides mentoring, training, and support tools to aspiring business owners aged 18-35. It should match the young entrepreneurs with a business development adviser and a nationwide network of volunteer mentors. All Corporate Social Responsibility programmes should be encouraged to include this component. Link the foundation’s entrepreneurs with Government youth funds. The foundation should also provide work readiness, entrepreneurship and financial literacy training — using classroom volunteers — in schools starting from the age of 12 until graduation.' ~page 71
'No Kenyan Left Out — The ‘Kubadili Plan’: As part of ensuring that all Kenyans have access to quality services which are foundational to putting people onto the path of shared prosperity, the Taskforce proposes a Kubadili Plan to bring marginalised wards to the level generally enjoyed by the rest of the country. The plan will be to identify the Wards which are most marginalised, at present and historically. Implementation should start with the Wards ranked last. Develop a plan to build schools, health facilities, roads, water, electricity, and police stations, in a way that the people of the whole Ward have access to them; and ensure that the facilities are built in all the Wards within a period of three years.' ~page 71 9. on devolution
'Integration of schools in the County.' ~page 86
'Take measures to ensure that schools in the County are ethnically and religiously integrated.' ~page 117 10. on national ethos
'Schools: Kenyans should learn service from the earliest age. In schools, and particularly boarding schools, students should be given work and responsibilities that demand their effort and service to the community.' ~page 100
'All students should be involved in structured volunteer initiatives that serve the poor and needy beyond the school gates. These initiatives should reflect values of compassion, empathy, cooperation, and responsibility.' ~page 100 'Form a National Volunteers Network that identifies needs for volunteers and provides certification for the work done. This should use technology to identify needs for volunteers and then link organisations to willing groups in schools, homes, and workplaces.' ~page 100 'In schools, volunteers and mentors should engage with students. School holidays can be used for volunteering work, in environments that are different from where children live or go to school.' ~page 100 'Curriculums throughout schooling should feature compulsory components on history; cultural diversity; knowledge of the major religions including traditional ones; and the relationship between the Constitution and our cultures/religions.' ~page 104 'Ensure that secondary boarding schools that are publicly funded have representation from different Counties amounting to at least 50% of the student body.' ~page 104 'To this end, the Ministry of Education should deliberately and transparently ensure that public boarding schools and universities have students from different parts of the country. There should be special efforts to integrate schools to include communities that have been known to fight over resources such as water and pasture.' ~page 104 'Ensure that educational investment and regulation is delivered according to population numbers and geographical access. Bring parents back to school governance through reforms to the Basic Education Act.' ~page 113 'Promote technical schools — in teenage years — as a real alternative to the more academic route.' ~page 113
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