Emergency Education Assessment Crisis Affected areas of Kenya Trans Nzoia, Uasin Gishu, Nakuru, Molo

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Emergency Education AssessmentCrisis Affected
areas of KenyaTrans Nzoia, Uasin Gishu,
Nakuru, Molo and Naivasha DistrictsFebruary 28th
March 12th 2008Education Cluster
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context

• Following the post election violence
• Kenyan Union of Teachers reported that 10000
  teachers were unable to effectively deliver
  education
• The Ministry Of Education estimated 100000
  students were displaced
• At least 20 schools were severally damaged
  through burning or vandalism while others were
  damaged through occupation of IDPs

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Key findings

• Limitations to access
• School infrastructure severally damaged
• Large movement of student population changed
  schools ethnic composition dramatically.
• More than 1400 children in camps were unable to
  access pre-primary and primary education
• Integration of children into existing schools is
  a key principle

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Key findings

• Quality education
• Host schools suffered from rapid increase in
  student population
• Class sizes averaged between 90-110 students per
  class
• Loss and lack of teaching and learning materials
• Lack of adequate furniture
• Dependency on voluntary teachers
• Lack of psychosocial support for teachers and
  students
• Quality and care and provision for children under
  five years old

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Key findings

• Water and sanitation
• The number of adequate latrines is desperately
  insufficient
• Access to clean drinking water is inadequate
• Inefficient drainage

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Recommendations

• Improve school infrastructure
• Provision of adequate latrines and clean drinking
  water
• Provision of suitable age related teaching and
  learning materials and necessary curriculum
  teacher support
• Provision of psychosocial support and training
  for teachers
• Support for voluntary teachers
• Provision of adequate furniture
• Efficient drainage
• To promote full integration of IDP and host
  populations
• Link with health cluster to provide health and
  hygiene education

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Achievements to date

• Provision of school tents
• Creation of child Friendly spaces
• Provision of teaching and learning materials for
  students and teachers
• Teachers have received psychosocial training
  enabling them to identify and support children in
  the classroom suffering from trauma
• Peace education is in the process of being
  integrated into areas of the National Curriculum
• Increased number of latrines in schools
• Basic classroom furniture distributed
• Drainage around school tents improved
• Incentives for voluntary teachers teaching in
  camps
• Exam registration fees wavered and the exam
  registration period extended