Seven Turkish Citizens Abducted in Kenya Press RELEASE

Panashe Mlambo and The Journalism Department.

Broken Chalk is deeply concerned about the proposed amendments to the Iraqi Personal Status Law No. 188 of 1959 and appeals to the government to safeguard the interests of children. If enacted, these amendments would pose a significant threat to the rights of women and children in Iraq.The proposed changes aim to reinstate religious laws over the current constitutional laws that govern Iraq. A particularly alarming aspect of this proposal is that it would allow for the legal marriage of girls to be 9 years and boys 15 years. Currently, Iraqi law prohibits marriage under the age of 18, ensuring a level of protection for children.The enactment of this proposal would have far-reaching consequences, not only economically and politically but also in terms of education. Every child has the right to education and to be treated as a child. As a signatory to the UN Convention on the Rights of the Child, Iraq is obligated to protect the interests of its children. This proposal represents a serious deviation from Iraq’s commitments under the UN Convention and would likely result in grave human rights violations.Research has consistently shown that child marriages reduce educational opportunities, increase school dropout rates, and restrict the freedom of children. Moreover, this law would likely exacerbate gender-based violence and further diminish accountability for perpetrators who target children.Broken Chalk strongly urges the Iraqi government to safeguard the interests of children and to protect their childhood and freedom by rejecting this harmful proposal.

Seven-Turkish-Citizens-Abducted-in-Kenya-Press-RELEASE

Missing Childhoods: Child Kidnapping in Nigeria

Written by Iasmina-Măriuca Stoian

“The statistics are disturbing; the reality is devastating. It has been 9 years since the horrendous abduction of the Chibok girls, yet the nightmare continues as children are still being kidnapped, forcibly recruited, killed and injured– their futures torn away,” said Cristian Munduate, UNICEF Representative in Nigeria.

Historical background

Situated on the West coast of Africa, Nigeria is a country with a rich history, that was also intertwined with its history as a British colony. Only after 1960, when it gained its independence, and it was declared a republic in 1963, Nigeria faced a difficult period of various dictatorships and political regimes that led to more political instability.

Additionally,  the country has faced issues such as cultural tensions, corruption and inequality. Recently, the numbers on child kidnappings have grown exponentially, particularly in conflict areas. These abductions not only have affected the families and the local communities but also have raised serious issues relating to the current administration and calls for urgent measures to be taken both at the national and international levels.

Despite the continuous efforts to address this issue, child kidnappings continue to remain one of the main challenges of the country, affecting not only the lives of children but also the country’s future. This article will look into the root causes that led to this serious issue, as well as the measures that were taken to combat the kidnappings and possible future measures to be taken by the government and international agents.

Understanding the issue

According to recent articles , more than 280 students were kidnapped from elementary schools in the northern region of the country, and seized by militants. This incident is reported to be bigger than the previous one[jc6] , also known as the Chibok girls abduction case. In 2014, Boko Haram, an Islamist jihadist group based in the northeastern region of Nigeria, abducted 276 girls from their dormitories, many of them still remaining missing to this day. This outrageous incident sparked international debate and led to the creation of the #BringBackOurGirls campaign on numerous social media platforms. The reality behind the abductions is even more horrific, leading to other crimes, such as rape, killing, and forced marriages.

Nine years after the Chibok girls incident, Amnesty International and UNICEF highlighted the lack of investigations by local authorities, abandonment of the cases and lack of action from the government. However, schools still are targets of abduction cases that are reported weekly, resulting in approximately 780 abducted children and 61 still held in captivity. [ii]Thus, international organizations are continuing to call for protection and justice for those children, as well as for measures to be taken by the Nigerian authorities.

This issue not only affects the lives of children and families, but it also associated with other issues in the country such as poverty, low rates of employment, political instability, and religious tensions. These challenges will be further discussed in the following paragraphs, explaining them in more detail.

Root causes

Poverty & unemployment

There is a strong link between poverty and unemployment and the issue of kidnapping in Nigeria. Recent rates indicate that almost 46% of Nigerians live in poverty, [iii] and this includes millions of youths who are unemployed and do not benefit from governmental help in any way.

Most of those children did not have access to education, finding their way of living on the streets, where they are most vulnerable. Kidnapping of children is used, besides for political bargains, also for economic gain (kidnapping for ransom), which seems to become more common as the economic gap between rich and poor families grows.

Religious & political factors

Religious differences and the constant tension between the Christian and Islamic citizens are also root causes of the kidnappings. The two religions have been in conflict for generations, thus leading to the abduction of numerous children who were secretly killed in the northern part of the country.

Boko Haram is an extremist terrorist group and their kidnappings are both religious and politically rooted, as declared by their leaders. They mostly target and abduct Christians, as well as people who do not recognize their ideology or political movement.

Methods and tactics of kidnappers

As methods, kidnapping of children can involve the use of offensive gadgets, weapons, specially designed technologies for tracking victims, as well as sensitive information about the targets in order to forcefully take them away from their families and instil fear in their minds. Moreover, kidnapping groups have an impressive organization strategy, in which they are structured on different teams, such as operation teams, guards, tax forces etc.

The reports show that most kidnappers carefully plan their abductions, calculating the costs and benefits of each action. Their preferences on targets vary between different factors that were previously mentioned, such as political, religious, and social backgrounds. This cost for each victim is calculated according to their Kidnap Ransom Value(KRV). In the context of child kidnapping, children from affluent families, with high social status, or from families that have bigger influence may have a higher KRV than others.

Impact on families and society

Child kidnapping can have a devastating effect on families and also on the community, instilling fear and anxiety. Apart from the evident trauma that is inflicted on the past victims, families are also affected. The emotional burden of not knowing the fate or the status of their relative who was abducted is a real trauma, that can cause stress, depression and anxiety in the long-term. Additionally, to the emotional impact, families can also be affected financially, having to face the costs of recovery, treatment or, in the cases of ransom kidnappings, the price they have to pay for having back their children.

On a larger scale, those abductions have also a long-term impact on the local communities. Kidnapped children, especially underaged girls, who can often be victims of other cruel acts, such as slavery, forced marriage and sexual molestation, have a higher impact on society. Thus, from affected families to a local community and later to the whole nation, this issue leads to insecurity, while insecurity leads to political tensions and instability.

Future challenges & solutions

Both present and past governments have tried so far to combat this issue of kidnapping children in Nigeria, through several measures. National and international bodies have collaborated and started several projects, to combat both terrorist threats by the Boko Haram group, and also the criminal activities associated with kidnapping. Other projects were designed to reduce poverty and to increase the quality and accessibility to education, in order to offer children an option and a chance not to end up living on the streets.

More effective solutions in combating this issue are to focus more and pay more attention to the root causes of kidnapping. This could include offering more employment opportunities for youth, investment projects in education, adoption of stricter and more protective laws and regulations and anti-kidnapping measures.

Conclusions

In conclusion, child kidnapping is a serious and complex issue that has different root causes, such as poverty, unemployment, religious and political tensions, and organized criminal group activities. The impact on families and society is enormous, leading to psychological and emotional long-term trauma. Thus, both international and national authorities should take urgent measures and also highlight the importance of international collaboration.

References

[i] See the articles from UNICEF titled “Devastating Reality: 9 Years After Chibok Abductions, Children in Northeast Nigeria Continue to Suffer the Brutal Consequences of Conflict”, and from CBS News “Witnesses in Nigeria say hundreds of children kidnapped in second mass-abduction in less than a week” for more details.

[ii] See the article from Amnesty International “Nigeria: Nine years after Chibok girls’ abducted, authorities failing to protect children”.

[iii] See Bello (2022) for more consideration.

 

From Slums to Success: The Remarkable Story of Kianda Foundation and Its Impact on Kenya’s Most Vulnerable Communities

Written by Frida Brekk

Kianda Foundation is a non-profit organization that aims to empower underprivileged communities in Kenya through education, healthcare, and entrepreneurship. Founded in 2001 by a group of young professionals, the Kianda Foundation has since impacted thousands of Kenyans’ lives. The foundation’s focus on education is evident in its various programs aimed at providing quality education to children in low-income areas. The Early Childhood Development (ECD) program targets children between the ages of 3 and 6 years and provides them with a solid foundation in literacy, numeracy, and social skills. The primary education program focuses on providing quality education to children in grades 1 to 8, while the secondary school program provides scholarships to deserving students to enable them to complete their high school education.

Kianda Foundation’s healthcare program provides basic medical care to children in low-income areas, focusing on preventive care. The program also provides health education to children and their parents to promote healthy living practices. Additionally, the foundation runs a nutrition program that provides meals to school children, ensuring they have access to healthy and nutritious food. The Foundation’s entrepreneurship program aims to empower women and youth through skills training and access to capital. The program provides training in various skills, such as tailoring, hairdressing, and catering, among others. Participants are also provided with capital to start their businesses, enabling them to become self-sufficient and contribute to their communities’ economic development.

Photo by Kevin Menya on Unsplash

One of the notable achievements is the establishment of Kianda School, a top-tier primary school located in the affluent suburb of Muthaiga, Nairobi. The school provides a world-class education to children from diverse backgrounds, with a focus on academic excellence, character formation, and social responsibility. The school’s alumni have excelled in various fields, including medicine, law, and entrepreneurship. The Kianda Foundation founded Kianda School as a flagship school that provides a world-class education to children from diverse backgrounds. One of the school’s notable achievements is its focus on character formation, social responsibility, and academic excellence. The school’s curriculum includes classes on social justice, environmental conservation, and community service, instilling values of empathy and leadership in students. Kianda School’s alumni have excelled in various fields, including medicine, law, and entrepreneurship, and many have become leaders in their communities and beyond.

Kianda Foundation’s impact is evident in the thousands of lives it has touched over the years. Its commitment to empowering communities through education, healthcare, and entrepreneurship has made a significant difference in the lives of underprivileged Kenyans. The foundation’s programs have improved the quality of life for individuals and contributed to the development of communities and the country as a whole. Kianda Foundation is undoubtedly a testament to the power of individuals coming together to make a difference. Its commitment to empowering underprivileged communities through education, healthcare, and entrepreneurship is an inspiration to many.

Grace was a young girl living in the slums of Nairobi when she was enrolled in the Kianda Foundation’s Early Childhood Development program. Before joining the program, Grace had never held a pencil or attended school. However, Grace quickly learned how to read and write through the program’s quality education and nurturing environment. She also developed social skills and gained confidence in herself. After completing the ECD program, Grace was enrolled in Kianda Primary School, where she excelled academically. She received a scholarship from the Kianda Foundation to complete her high school education. Today, Grace is a successful businesswoman and a role model to many young girls in her community.

Photo by Ugandan Crafts on Unsplash

Mary was a single mother living in a low-income area of Nairobi. She had always dreamed of starting her own business but needed more skills and capital to do so. Through Kianda Foundation’s entrepreneurship program, Mary received training in tailoring and was provided with a microfinance loan to start her own tailoring business. With hard work and determination, Mary’s business grew, and she was able to support her family and employ other women in her community. Mary is now a successful entrepreneur and a mentor to other women in her community who aspire to start their businesses.

Another remarkable accomplishment through the Kianda Foundation is the story of Rosemary Njeri. Rosemary grew up in the slums of Nairobi and had limited access to education and economic opportunities. However, her life changed when she was enrolled in Kianda Foundation’s primary school. Rosemary excelled academically and was awarded a scholarship by the Kianda Foundation to attend a prestigious high school in Kenya. She continued to excel in her studies and was awarded a scholarship to attend the United States International University-Africa (USIU-A) in Nairobi. At USIU-A, Rosemary pursued a degree in international business administration and was actively involved in various extracurricular activities. After completing her degree, Rosemary worked for several years in the private sector in Kenya before returning to Kianda Foundation as a program officer. In this role, she oversaw the foundation’s entrepreneurship program, which provides training and microfinance loans to women and youth in low-income areas. Under Rosemary’s leadership, the entrepreneurship program expanded and reached more people in need. Many of the program’s beneficiaries went on to start successful businesses, creating jobs and contributing to their communities’ development. In recognition of her outstanding work, Rosemary was selected to participate in the prestigious Mandela Washington Fellowship, a flagship program of the Young African Leaders Initiative (YALI) that brings together young African leaders for leadership training and networking opportunities in the United States. Today, Rosemary is a successful social entrepreneur and a role model to many young women in Kenya. She is the founder of La Fédération Des Femmes Entrepreneurs Du Cameroun, a social enterprise that empowers women entrepreneurs in Cameroon. Rosemary’s success is a testament to the transformative power of education and the impact that grassroots organizations like the Kianda Foundation can have on people’s lives.

These stories are just a few examples of the many lives impacted by the Kianda Foundation. The foundation’s commitment to sustainably empower individuals and communities through education, healthcare, and entrepreneurship has made a significant difference in the lives of underprivileged Kenyans. The foundation’s impact is a reminder that with dedication, hard work, and a sense of purpose, we can all make a difference in the world.

Kianda Foundation’s programs and impact:

  • Since its inception in 2001, the Kianda Foundation has impacted over 25,000 children and young people in Kenya.
  • The foundation’s Early Childhood Development (ECD) program has provided quality education to over 10,000 children in low-income areas.
  • The primary education program has supported over 1,500 students in their primary school education.
  • The secondary school program has awarded over 500 scholarships to deserving students, enabling them to complete their high school education.
  • The healthcare program has provided medical care to over 8,000 children in low-income areas and has reached over 20,000 children through health education programs.
  • The nutrition program has provided over 250,000 meals to children in schools.
  • The entrepreneurship program has trained over 1,000 women and youth in various skills and has provided over 500 microfinance loans to entrepreneurs.
  • Kianda School, the foundation’s flagship primary school, has over 700 students from diverse backgrounds and consistently ranks among the top schools in Kenya in national exams.
  • Kianda Foundation’s programs have received support from various donors and partners, including USAID, Rotary International, and the Kenyan government.

The foundation’s impact goes beyond just the numbers. Kianda Foundation has empowered communities through its various programs by providing access to education, healthcare, and economic opportunities. The foundation’s focus on empowering women and youth is particularly noteworthy, as it has enabled individuals who would otherwise not have had access to such opportunities to become self-sufficient and contribute to their communities development. Kianda Foundation’s impact on the lives of individuals and communities is a testament to the power of grassroots organizations to effect change and make a lasting impact.

References:

Educational Challenges in the Republic of Kenya

Educational Challenges in the Republic of Kenya

Kenya’s educational development has been impacted by numerous factors, such as being a colony of the British Empire from 1895 until 1963 and becoming a Republic in 1964[i]. Kenya currently has a population of 53.77 million people who speak a total of 42 ethnic languages[ii]. There are various national authorities for education, such as the National Council for Nomadic Education in Kenya, the Commission for University Education, the Teachers’ Service Commission (TSC), and the Kenya National Examination Council (KNEC);[iii] as well as international influence for quality education, especially the Millennium Development Goals (MDGs).[iv] All these contributed to the development of a system that promotes access, quality, and attainable standards, enshrining the right to education in the constitutional revision of 2010 and through the Basic Education Act of 2013.[v] However, this progress may be outweighed by negative results, leading to general issues we see globally but also issues specific to the Kenyan context with regards to indigenous communities, education agencies, and the teacher training of educators.

General Educational Challenges

In 2020 there were 18 million students in Kenya, 15 million in primary and secondary schools, following a format known as the ‘8-4-4’ system of eight years in primary, four years in secondary, and another four in post-secondary education as a result of policies that sought to fulfil the MDG of  universal primary education, quality education for all (EFA). The current government policy aimed at a 100% student transition from primary to secondary education helped to increase this ratio from 83% in 2018 to 95% in 2020, dedicating 95.7% of total expenditure to enhance public primary education.[vi] The government and private sector also came together to adopt joint funding mechanisms to provide both basic education but also eradicate poverty, allowing for tuition fees to be waived for primary education first, but gradually doing so for public day secondary education too, despite the fact that parents continue to pay for uniforms, meals, transport, and learning materials.[vii]

The digital media organization Tafuta Kenya refers to the Kenyan education system as a ‘state of crisis’ because of issues like gender disparity for girls in education due to traditional, cultural beliefs in 23 counties; the high drop-out rates due to poverty, child labour, drugs, poor health; inadequate facilities such as not having enough public schools, desks, chairs, textbooks; the high rate of absenteeism of educators in classrooms partially tied to frequent strikes for better working conditions and salaries; and the persistent trend of political influence that leads to corrupt embezzlement of funds that disrupts resource allocation and planning.[viii] More than 1.2 million children of primary age are not enrolled in primary school, with orphans especially vulnerable in this respect, and that only roughly 1% of Kenyan youth are in university because of the high tuition fees and the lack of access to youths from lower socio-economic backgrounds, leaving those aged between 15-24 years old the largest age group in terms of unemployment rates.[ix]children sitting on chairs inside classroomPhoto by Doug Linstedt on Unsplash

The main reason for these issues is that poverty remains rife in Kenya, with the World Poverty Clock estimating that 11 million Kenyans live on less than $1.90 per day, worsening the issue of hunger as one in every four children experiences stunting as a result of homes not having enough food to feed their children who are at risk of having undeveloped brains.[x] A 2014 study by the United Nations International Children’s Emergency Fund (UNICEF) concluded that the level of education held by parents is a firm indication of the level of the poverty that children may face which hinders their access to education and increases socio-economic disparities.[xi] In a similar vein, a 2019 study by Abuya et al. concluded that children from single parent households were less likely to be in primary education at the right age in comparison to children living in two-parent households, standing at 66% and 74% respectively, and that children living with guardians were 23% less likely to be in the primary education at the right age, with the data based on gender, educational attainment, household income, the number of siblings, and the educational institution, to display the impact of socio-economic resources being available to invest in children’s education.[xii]

These issues directly challenge the ‘Vision 2030’ national development plan of Kenya, whose budget increased by 50% to make education competitive with other systems globally and raise the quality of life. However, it resulted in bad planning because millions of students who dropped out in the past due to poverty returned which led to overcrowded classrooms, leaving teachers overwhelmed with the task of handling sometimes three classrooms with their respective behavioural challenges.[xiii] With over eight million students being accommodated by 216,517 teachers in primary schools, the average of 50 students per teacher in Nairobi, 92 students per teacher in Turkana, and 200 students per classroom in Kibera Olympic School is evidence that the system is pressured.[xiv]

In this situation, girls remain vulnerable since they continue to face ‘archaic’ traditions and parents who fear that sending their daughters to school would be a waste of resources, seeing them better fit to handle chores, care for their siblings, and travel long distances for water. Girls are also often forced into early marriages and pregnancies in exchange for economic and social benefits, remaining 2.5 times more likely to face gender-based violence (GBV) given Kenya’s recent history of internal and transboundary conflict.[xv] The activities of Flying Kites, an organisation focused on improving education by meeting the needs of individual students, has expressed the importance of investing in girls not only for gender equity, but also because girls can be seen as agents of change and boosting their access to Guidance, Information, Resources, Leadership, and Skills (G.I.R.L.S.).[xvi] One priority is sanitation standards which results in some girls leaving education because they cannot afford sanitary pads, wherein one in every ten 15-year-old girls do not have such access and would resort to engaging in sexual activities to get money for such products, leading to more early pregnancies and less time to focus on education.[xvii]

The outbreak of COVID-19 negatively impacted the past and current education policies, highlighting the lack of prepared plans to tackle the shift to remote, distance, and online alternatives of learning. It is noteworthy that Kenya’s Ministry of Education (MoE) had launched a disaster management policy in July 2018 but only addressed the effects of heavy rains, wildfires, and promoting peace and safety but did not expand the aim of common safety guidelines to prevent the disruption of education as a result of diseases, especially considering the past outbreaks of malaria, HIV/AIDS, Ebola, and Zika across Africa.[xviii] Instead, the pandemic highlighted the inadequate ICT infrastructure given the fact that the government leaned on broadcasting education when only 17% of Kenya has access to broadband and students living in rural regions did not own digital devices; only 42% of children had access to a television and 19% to a radio, resulting in a higher rate of child labour since 16% and 8% of girls and boys respectively did not return to education when schools reopened on 4th January 2021; put at risk 150,000 refugee students who were confined in a so-called home when schools closed on 15th March 2020; and increased poverty since children lost access to school meals, and increased the rates of GBV, early marriages and pregnancies for girls.[xix] This was also reflected in the lack of digital and e-learning skills that teachers held, leading to a lack of preparation to shift to remote learning and aiding students to engage as e-learners, losing the crucial teacher-learner connection that ensures a steady transfer of knowledge.[xx]

Lack of Educational Planning & Low Educator Qualifications

There is a clear mismatch of resources to meet the needs of education for students which require proper education planning policies that implement logical mechanisms that set goals according to needs by systematically, strategically, and optimally utilizing the limited number of resources for an efficient system.[xxi] But without qualified planners, statisticians, analysts, the right tools such as computers and calculating machines, and accurate data, the system buckles under issues that hinder developing a system that safeguards against future problems, especially given the political instability that underlies the system as different political beliefs disrupt a consistent and coherent flow of government activities.[xxii] Furthermore, planners need to expand teachers’ salaries and promotion tracks, issues that result in teachers taking on other jobs to make ends meet which increases teacher absenteeism.[xxiii]

The system must be buttressed by educators who are properly trained and qualified which are obligations that fall under the TSC as mandated by the constitution to register, recruit, assign, promote the transfer, exert discipline, review, and even terminate the employment of teachers within the education system, all the while maintaining a set of standards that teacher training is based upon.[xxiv] Therefore, the task of supplying and maintaining teachers must retain transformational, holistic, creative, yet professional mindsets which Jonyo & Jonyo (2017) have argued has failed to address that teachers are understaffed, digitally illiterate, are not monitored and evaluated according to set standards, aim for low targets with an inadequate infrastructure, and through unionisation resist the development of the 2015 Teacher Performance Appraisal and Development that seeks to strengthen the status of the teacher as a leader of curriculum implementation but instead is feared as a ‘weeding’ exercise for incapable individuals.[xxv] Teacher training needs to change so that prior to entering a classroom, and also through professional development to attain new skills, they can fuse teaching the curriculum with an inflation of digital, automated capabilities that collect data to increase performance and service delivery, as well as expand the apprenticeship model established for junior teachers to train alongside senior teachers with leadership training so that they can manage in-class responsibilities whilst taking note of any changes that require teachers to adjust practices.[xxvi]

Tied to teacher training is amending pedagogical methods of teaching and students assessment which Akala (2021) has argued remains attached to the ‘recall of trivial information’ that is dense for students to remember through ‘rote learning’ by drilling information into memory to then be regurgitated in exams.[xxvii] What is instead being called for is to balance these methods with a competency based curriculum (CBC) whereby students are taught to attain:

‘sufficient practical skill and knowledge to perform the activity or service to a degree and quality that is acceptable to the industry and the customer in a time within which a competent person at the level could reasonably be expected to perform the task.’[xxviii]

CBC is arguably better than an examination-focused mode of teaching because it allows students to retain what they learned in a measurable way that empowers them beyond simply assessment and instead produces positive learning experiences of support and meeting their needs in education. This can help to reduce tension resulting from competitive academic performance that demands good grades to attain quality education and bars students from having the space to relax and develop social skills.[xxix]

Exclusion of Indigenous Culture & Language

Lastly, as a consequence of colonialism, Kenya continues to exclude indigenous languages and cultures from education, perpetuating a sense of ‘negative ethnicity’ that prioritises the content, teaching methods, and outcomes that remain inherently English- or Western-focused.[xxx] The 2019 study by Ng’asike observed this issue from the perspective of the Turkana community, showing how the community remained at a significant disadvantage of developing their learning and skills attainment capacities, especially in terms of language learning, arguing that there is ample evidence from other countries such as Mali, Burkina Faso, and South Africa  of the benefits that result from the inclusion of students’ mother tongues, be it Kiswahili, Turkana or any of the other ethnic languages spoken outside school.[xxxi]

Instead, parents, agencies, and communities continue to see the practice of the mother tongue as ‘backward’ or ‘tribalism’ and including indigenous knowledge within educational settings risks students being placed at a disadvantage to learn English.[xxxii] Ng’asike (2019) explained the benefits of including mother tongues and indigenous knowledge in education. Students coming from these communities have already adopted ways of associating the world through their mother tongue and cultural practices which provides a foundation on which educators can create bridges of understanding that helps them to progress onto curricular topics and language learning further down the education system. The study also suggests the use of story books in English, Kiswahili and the mother tongue as a primary tool in the early stages of education which would allow students, parents and the wider community to engage in storytelling, increase student and adult literacy, and alternative, supplementary materials that depart from the rigidity of what is considered important in the curricula or materials that ‘become vehicles of passive transmission of Western values.’[xxxiii]

Conclusion

It is evident that Kenyan education faces many challenges that spill over into socio-economic, political, and cultural issues. However, the system is willing to address these issues and provide solutions, making space for private and non-governmental actors to assist improving the system. To mention a few programmes of importance: Tusome[xxxiv] is a national programme that provided a total of 26 million textbooks and supplementary materials to students in 1,384 primary schools to increase literacy rates; the latter is complemented by the 2016 digital literacy programme (DLP) that successfully provided 1.2 million devices to 21,718 primary schools and increased attention and enrolment as well as creating over 11,000 jobs in the field of ICT; and lastly, the Home-Grown Feed Model (HGFM) that built on school meals in a holistic manner by adopting a community-growth model that approaches local farmers to sell their products to schools, supporting both the local market economy alongside nutritiously dense diets for students which contributes to the global goal of zero hunger.[xxxv]

Written by Karl Baldacchino

Sources;

Featured Image from :Photo by Oscar Omondi on Unsplash

[i] Ndemwa, N. & Otani, M. (2020) ‘Education System in Kenya – Its Current Condition and Challenges’. Memoirs of the Faculty of Education, Shimane University, p. 15.

[ii] Ibid.; see also Ng’asike, J. T. (2019) ‘Indigenous Knowledge Practices for Sustainable Lifelong Education in Pastoralist Communities of Kenya’.  International Review of Education, Vol. 65, p. 22.

[iii] Ibid., pp. 18 & 19; see also Ng’asike, p.21

[iv] Ibid., p. 16.

[v] Ibid., pp. 19; see also Jonyo, D. O. & Jonyo, B. O. (2017) ‘Teacher Management: Emerging Issues in Kenya’. European Journal of Educational Studies, Vol. 4(1), p. 19; see also Jesse, N. W. (2021) ‘Effective Ways of Overcoming Challenges Facing High School Teachers in Kenya’. International Journal of Humanities and Social Science, Vol. 11(1), p. 45; see also Ngwacho, A. G. (2020) ‘COVID-19 Pandemic Impact on Kenya Education Sector: Leaner Challenges and Mitigations’.  Journal of Research Innovation and Implementation Education, Vol 4(2), pp. 129-130.

[vi] Ibid., p. 16; see also Kibaara, J. M. (2021) ‘Kenya’s Education Goals Face the Challenges of Affordability, Traditions and COVID-19. The Conversation. Available online from: https://theconversation.com/kenyas-education-goals-face-the-challenges-of-affordability-traditions-and-covid-19-168113 [Accessed 04/05/2022]; see also Abuya, B. A. (2021) ‘Securing the Education of Kenya’s Girls During COVID-19’. The Conversation. Available online from: https://theconversation.com/securing-the-education-of-kenyas-girls-during-covid-19-154871 [Accessed on 04/05/2022]; see also Akala, B. M. (2021) ‘Revisiting Education Reform in Kenya: A Case of Competency Based Curriculum (CBC)’. Social Studies & Humanities Open, Vol. 3, p. 2; see also Jensen, A. (2019) ‘Enhancing Digital Education in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/digital-education-in-kenya/ [Accessed on 04/05/2022]; Brock, H. (2021) ‘Continued Education for Vulnerable Children in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/vulnerable-children-in-kenya/ [Accessed on 04/05/2022].

[vii] Kibaara.

[viii] Tafuta Kenya, ‘Challenges Facing Education in Kenya and Solutions’. Available online from: https://tafutakenya.com/challenges-facing-education-in-kenya-and-solutions/ [Accessed on 04/05/2022]; see also Samuel (2022) ‘Challenges Facing Educational Planning in Kenya’. World Student Forum. Available online from: https://worldstudentforum.com/challenges-facing-educational-planning-in-kenya/ [Accessed on 04/05/2022]; see also Ndemwa & Otoni, pp. 19-20 & 23-24; see also Jonyo & Jonyo, pp. 21 & 34-36; see also Jesse, pp. 46-48; see also Akala, pp. 1 & 2.

[ix] Brock.

[x] Manning, G. (2021) ‘Education in Kenya is a Path Out of Poverty’. The Borgen Project. Available online from: https://borgenproject.org/education-in-kenya/ [Accessed on 04/05/2022]; Ngwacho, p. 133.

[xi] Brock.

[xii] Abuya, B. A. et al. (2019) ‘Family Structure and Child Educational Attainment in the Slums of Nairobi, Kenya’. Sage Open, April-June 2019, pp. 1-2 & 5-8.

[xiii] Ibid.; see also Kabaara; see also Jonyo & Jonyo, p. 25; see also Jesse, p.48; see also Akala, p. 2.

[xiv] Ibid.; see also Ndemwa & Otoni, pp. 16-17; see also Kibaara.

[xv] Abuya; see also Tafuta Kenya; see also Ndemwa & Otoni, pp. 23-24; see also Olk, S. (2019) ‘Overcoming Barriers to Education for Internally Displaced Children’. The Borgen Project. Available online from: https://borgenproject.org/education-for-internally-displaced-children/ [Accessed on 04/05/2022].

[xvi] Manning.

[xvii] Ibid.; see also Tafuta Kenya; see also

[xviii] Ngwacho, p. 131

[xix] Ibid., pp. 133-134; see also Kibuku, R. N. et al. (2020) ‘e-Learning Challenges Faced by Universities in Kenya: A Literature Review’.  The Electronic Journal of e-Learning, Vol. 18(2), pp. 153-154; see also Brock; see also Kibaara; see also Abuya; see also Manning.

[xx] Kibuku et al., pp. 154 & 156-157.

[xxi] Samuel.

[xxii] Ibid.

[xxiii] Tafuta Kenya.

[xxiv] Ndemwa & Otoni, p. 19.

[xxv] Jonyo & Jonyo, pp. 23-26.

[xxvi] Ibid., pp. 32 & 36-37.

[xxvii] Akala, pp. 1, 2 & 4; see also Ng’asike, pp. 27, 35 & 37; see also Tafuta Kenya.

[xxviii] Ibid., p. 2.

[xxix] Ibid., p. 3; see also Ndemwa & Otoni, pp. 17 & 23.

[xxx] Ibid., p. 7; see also Ng’asike, pp. 22-24 who gives a good indication how historical progress during and after colonial regimes impact the access of indigenous communities to a quality education.

[xxxi] Ng’asike, pp. 37-39

[xxxii] Ibid., pp. 24, 28, 37 & 40.

[xxxiii] Ibid., pp. 27, 30-33, 36-37 & 41

[xxxiv] ‘Let’s read’ in Kiswahili’.

[xxxv] Jensen; see also Maria, J. (2020) ‘Tusome: Powering Childhood Learning in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/tusome-powering-childhood-learning-in-kenya/ [Accessed on 05/05/2022]; see also Clausen, A. (2020) ‘The Home-Grown School Feeding Model Tackles Zero Hunger’. The Borgen Project. Available online from: https://borgenproject.org/home-grown-school-feeding/ [Accessed on 05/05/2022].