Kenya

Education in Kenya

According to the Kenyan government, 95.7 percent of the children in primary school age are registered at school. However, absence rates are very high, as many children (particularly in rural areas) need to help at home or work the land. Also, the quality of education is often insufficient to ensure that all children can learn the basics. In addition, there is a shortage of available teachers. Secondary education remains largely out of reach for the poorest children, as a result of the costs involved.

Edukans programs

Edukans has worked with partners in Kenya already since the eighties, and has increased its programmatic focus since 2007. Currently one of the country offices of Edukans is located in Kenya.

Cooperation with the government

The Kenyan government is supportive of the program carried out by Edukans and its partners, both at national and county level. Government representatives contribute to joint discussions and the Ministry of Education has granted our partner organizations official permission to carry out their programs in their schools. In addition, the partners actively work with the Kenya Institute of Curriculum Development.

Active learning in practice

Dickson Mnang’at, teacher at Chesta Girls’ primary school in West Pokot County, Kenya:

“In my school, I teach Science and English. My own class has 42 pupils all of who are very disciplined and hardworking. Since I joined the school three years ago, we had a number of challenges in content delivery to our pupils. First, we mainly used the traditional teacher-centred methods of teaching. It was hard to achieve a lesson’s objectives since understanding among the pupils was slow. Most pupils would get bored even before the lesson was halfway and they would not retain what they learned.”

Soft and life skills

Soft and life skills training is one of the main pillars in youth employment and skills development amongst the youth. Feedback from majority of the vulnerable youth enrolled in apprenticeship or internship opportunities indicated that training and mentorship received from soft skills and life skills played a larger role in professional and social behavior change.