KENYA’S ADOLESCENTS EDUCATION AND EMPOWERMENT

PROJECTBenson Mutuku

Program and Policy ManagerCARE International in Kenya

INTRODUCTION

• Technology is evolving rapidly and opening doors for a variety of sectors. • In resource-poor settings and rural communities new technological

advances create opportunities where none previously existed. • To combat these problems throughout continental Africa, Countries are

embracing Information and Communications Technology (ICT) - increase access to the Internet and expand educational curricula at all levels of schooling. 

• E-learning, as this use of ICT in education is known, is quickly becoming an asset

• It provides the means for; Gaining stronger work skills, Allows for global partnerships to develop and Increases the quality of education Programmes.

• Expanding access to and the availability of e-learning Programmes is a key to furthering continental development and growth.

What will/are we influencing

Access: ICTs are expected to broaden access to learning opportunities at different levels and varied educational contexts.

Quality: ICTs are hoped to improve the quality of knowledge acquisition, knowledge deepening, and knowledge creation, and the development of 21st Century/leadership/cognitive skills.

Equity: related to access, ICTs are believed holding potentials to equalize learning opportunities in favor of economically, geographically, demographically or socially disadvantaged populations (especially gender).

Promoting Access through ICT

What we could focus on (not exhaustive)

o Promote access to learning - materials and information - outside of the classroom

o Promote collaboration with others through a peer network or mentor

o Facilitate increased participation in school, communities, facilitators and teachers

Improving QUALITY through ICT

What we could focus on (not exhaustive)

o Influencing curriculum development and/or implementation (on a specific area)

o Improving the learning process for the learner (increased participation and learning outcomes)

o Promoting better child-centered pedagogy/teaching process, information and techniques, teacher networks

o Assessment and evaluation (linking interaction with ICT and learning outcomes)

o Acquisition of 21st Century/leadership/cognitive skills

Improving EQUITY through ICT

o Focus on facilitating gender equity in education through ICT (access to more gender equitable information, materials and practice)

o Promote access to and utilization of ICT devices for learning with a focus on girls

o Influence power dynamics within the household in relation to learning (continue our work at HH level with attention to use of

o ICT devices and leadership skills development and spaces for demonstration of leadership skills)

o Create connection with safe spaces for interaction to address barriers to education for girls and negative social norms (e.g. GBV, child marriage, etc.)

o Strengthen social networks for girls support

Characteristics of ICT tool/medium

A device(s) that is:

o Affordable: cost and maintenance

o Accessible: common in market and integrates with available infrastructure

o Useful: User friendly and has both social and educational utility functionality

Discussion groups Share/exchange information Collaborate to find solutions or

perform activities Invite participation Have fun/communicating

Access to an ICT device & platform Training on how to use it/application Connectivity to infrastructure Technical support & maintenance Customizable to learner Access to information and learning

material (e.g digital library) Intuitive progression to next topic/level Data aggregation

Curriculum based content Provide instruction and information Identify topics for discussion Respond to learners Provide assessments

Basic model of operation/interaction

Set up norms for interaction Provide information/subject matter Initiate questions for discussion Guide discussions/keep focus on goal Monitor and encourage participation Reporting

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E – Learning - Adolescents Empowerment Program KICD, MOEST& CIK

• CARE international in Kenya, KICD, MOEST and Intel Kenya;• Have developed training manuals. These are;

Learners interactive content - Primary level Learners interactive content - Secondary levelOut of school interactive content for adolescentsTraining manual for teachers and facilitatorsGuidelines for sensitizing gatekeepers and opinion leaders

• Online portal for technology transfer of hubs• The portal developed - twining and E Mentorship in order to link

the beneficiaries within Kenya (Rural and urban), and between Kenya and Zimbabwe.

• Beneficiaries are both in and out of school

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Key Approach

Key approach to be used here will include Twinned school approach which involves twinning of rural and

urban adolescent in Kenya. Partnering with CARE Zimbabwe, CARE Kenya will employ

twinning using technology hubs to link both in-school and out of school adolescents in Kenya and Zimbabwe.

Train moderators, including teachers in the target schools who will help the adolescents in accessing online content as well as regulating the conversations held online between the adolescents.

Through technology transfer hubs mentorship program mentors will; inspire, motivate, offer guidance, support and encourage adolescent as mentees aimed at developing their competence, self-esteem, character and help shape life goals.

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Conclusion

The availability of e-learning technologies should expand opportunities for countries in Africa to make education available to their whole population.

Through this, Rural communities are being connected to the rest of the globe and their residents are more able to achieve the same level of education as their urban counterparts.

This continued expansion is important for helping to maintain and further social and economic development and to secure future growth.

However, there are clearly still barriers to growth and implementation of new technologies and limitations to making e-learning solutions available to everyone.

Governments, non-governmental organizations and civil society groups must continue to monitor needs and build capacity to meet those needs, because the strength of a country’s education system may be a clear condition to its positive development and the lack thereof a contributor to its poverty.

Thank You