What is Education for Marginalized Children of Kenya II?
Education for Marginalized Children of Kenya II is a USAID-supported initiative of the Ministry of Education and Aga Khan Foundation. It increases access to quality education opportunities for primary and lower secondary school children marginalized by cultural practices and poverty. The project focuses on improving learning outcomes and implementing evidence-based school management reforms. Community-based organizations work closely with the project to encourage effective learning through parental participation, promotion of local initiatives, and improved teaching and education management.
Project Duration and Budget
November 2006 – October 2014
Who implements Education for Marginalized Children of Kenya II?
The Aga Khan Foundation
Where does Education for Marginalized Children of Kenya II work?
Mandera, Wajir, Garissa, Lamu, Kilifi, Mombasa, Kwale and Nairobi City Counties
What does Education for Marginalized Children of Kenya II do?
Education for Marginalized Children of Kenya II is improving access and retention rates for children historically underserved by the education system.
Activities encourage community and parental participation in all aspects of school life, strengthen school management and leadership practices, and improve teaching practices and learning environments at the early childhood development, lower primary, upper primary, and lower secondary levels, including at informal community and Koranic schools.
The project introduces literacy and numeracy. It sensitizes teachers and school managers to the needs of students from marginalized populations (pastoralists, girls, people with disabilities, orphans, and other vulnerable children). It improves coordination and dialogue with education policymakers and leaders to inform the national education strategy and enable key officials in the Ministry of Education to scale up successful practices.
How is Education for Marginalized Children of Kenya II making a difference?
In 2012, the project trained over 3300 teachers in topics including active learning skills in language, mathematics and science, reading, and transition to primary. One hundred and seventy one school management committees and boards of governors have been trained on managerial, leadership and accountability skills. The Whole School Approach training was conducted in 129 school communities across the three regions, reaching a total of 5,841 parents, 70% of whom were women. Seventy-three schools were supported in the review of their school development plans.
Seventy-one school-based forums were established in 41 schools, and 21 children councils were also established. Over 330 pupils, including 140 girls, were trained on participatory leadership skills and their role in school governance. This component is strongly supported by teachers and school administrators.
The project issued small grants to 99 non-formal education centers in Nairobi and Coast to improve the physical classroom environment. Almost 2,500 pupils, half of whom were girls, benefited from these small grants. Follow-up visits revealed that parents and school management committees had gone an extra mile in improving the classroom environments at their schools, especially in addressing challenges not supported by the grants. Improvements included provision of temporary learning facilities, desks, and additional teaching and learning materials.
Through public-private partnerships, the project received a donation of more than 4,000 textbooks from Children International. The books were distributed to 18 secondary schools and 70 primary schools in Garissa. The project also distributed 1,000 magazines to 100 schools in North Eastern and Coast.
What key challenges does Education for Marginalized Children of Kenya II face?
The continued insecurity in North Eastern Province hampered implementation but activities continued based on the project’s operations continuity strategy: remote supervision of implementing partners through regular telephone contact; consultation and risk assessments, especially at times of insecurity and prior to confirming travel arrangements; and avoidance of highly risky areas.
The national teachers strike greatly hindered the implementation of planned activities during the month of September 2012.
For more information
Alex Alubisia, Chief of Party
Aga Khan Education Foundation
Tel: +254 20 232 3233
Dr. T. Wambui Gathenya
Education and Youth Office
Tel: +254 20 862 2000
Updated July 2013
Last updated: August 07, 2013