Education Work

Education is a human right, enriched in law. It also enriched in the constitution of Kenya (2010). It’s also how we equip our girls and boys with the skills and knowledge they need to thrive in the world.

Education is fundamental for human, social and economic development and a key element to achieving lasting peace and sustainable development.

It’s a powerful tool in developing the full potential everyone and in promoting individual and collective well-being. Slum Hug initiative work covers ECDE and primary education both formal and non-formal. As articulated in our global strategic plan 2016-2018, in the incoming three years Slum Hug Initiative will focus efforts on ensuring the right to development and education and to learn for the most deprived boys and girls. We will seek to ensure that education provision is equitable and to reduce the disparities amongst the most deprived children and the rest of the population.

Slum Hug initiative will focus on:

  1. Deprived children attend good quality inclusive early childhood care and development and transition successfully into basic education
  2. Deprived children attend good quality inclusive basic education and demonstrate relevant learning outcomes.
  3. Effective governance systems exist to ensure that deprived children have equitable access to good quality basic education and demonstrate relevant learning
  4. Children affected by humanitarian crisis have continuous access to a good quality ECD and basic Education.

In order to achieve the above, Slum Hug Initiative will test innovative and evidence based method for behavior change communication. Integrate wash and child protection for safe quality learning environments and priotize evidence based advocacy on issues to do with adequate opportunities for children among others. In addition we will ensure that we programme cross-thematically and ensure the synergies between themes are realized by working with.

  1. Child protection : to eradicate violence of all types in schools strengthening the role of teachers in the child protection system and ensure that children caught up in humanitarian crises are protected.
  2. Child poverty: – To identify economic barriers to child development and education and reduce these barriers both within families and communities but also in the education system.
  3. Child rights governance: To hold governments to account as duty bearers for ensuring all girls and boys receive a good quality early learning support and education.
  4. Health and nutrition: children including very young and disable or with special needs-receive the health, nutrition and development support they need in the early years.

Our theory of change

Our approach to programming is driven by our theory of change

Being the voice

We advocate and campaign for better practices and policies to fulfill children’s rights and ensure the children’s voices are heard (particularly these children most marginalized or living in poverty)

Being the innovative

We develop and provide evidence based replicable breakthrough solutions to problems facing children.

 

Achieve results at scale

We support effective implementation of best practices policies and programmes for children, leveraging on our knowledge to ensure sustainable impact.

 

Building partnerships

We elaborate with children, civil society organization communities, government and the private sector to share knowledge, influence others and build capacity to ensure that children’s right are met.

 

Working with communities

In most of the areas where Slum Hug Initiative works, the nomadic itself combined with chronic poverty, recurrent droughts material deprivation, inadequate social safety needs, conflict ( cattle rustling high levels of illiteracy among the adult population and lack of awareness of the value of educations among parents, interrupt child’s education and compound the vulnerable of households Slum Hug work will communities to change their attitudes towards education and to ensure they are able to demand quality education for their children from the duty bearers.

Working with the ministry of Education science and technology.

The ministry of Education Science and Technology (MOEST) recently launched the National Council for Nomadic

Education in Kenya (NACONEK) whose main goal is to put in place an institutional framework that will ensure efficiency, accountability and effectiveness in the delivery of education to nomadic communities in order to achieve universal quality education and training we will work with MOEST as the key duty bearer to put in place measures to ensure that the marginalized children are accessing their right of education.

 

Working with the school and pupils

Our major challenge in the areas Slum Hug works is the enrolment as well as high dropout rates.

Slum Hug initiative therefore also works with schools to deal with both pull and push factors, ensuring the schools have a quality learning environment so as to attract children to school and ensure they remain there. Slum Hug also focuses on rob modeling as a way of motivating the children in school to aim high and have dreams.

 

Our next strategic period 2018-2020

What is our global breakthrough? By 203, all children will learn from a quality basic education.

What do we want to achieve in Kenya by 2030 in Kenya we will work with MOEST and like-minded organizations to

Increase the transition rates of children from primary to secondary schooling from 73.3% to 90%

Increase the number of children ( aged 10-16) who have mastered Grade 2 literacy and numeracy skills from 70% to 90%

 

What is our target 2018

Working together with the Ministry of Education Science and Technology as we as the County Governments in the counties Slum Hug Initiative works, we aim to:

  1. Pilot a low cost model quality ECD and an evidence base generated for scalability one ASAL county government
  2. Document an effective model for improving pastoralist children’s learning including the most deprived and out of school children that can be shared with the Ministry of Education science and technology.
  • Work with MOEST through NACONEK to set up the legislative and organizational architecture required to ensure the most deprived children including children from pastoralists communities have access to quality education support the Ministry of Education science and technology to build the capacity of county education clusters and adopt county specific emergency preparedness and response plan in wajir, Mandera and Turkana counties to ensure all children caught up in humanitarian crisis have continuous access to quality ECD and basic education.

 

Which children will we target?

Out of school children and children in basic education in the most deprived areas in kenya including

  • Arid and semi-arid lands area (ASALS)
  • Refugee and IDP settling
  • Urban informal settlements