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GOOD SCHOOL, GOOD NEIGHBOURHOOD

HANDBOOK

City County of Nairobi

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Acknowledgement

Our special thanks go to: World Vision Kenya, UN-HABITAT, City County of Nairobi (CCN) who partnered and made this project possible.

Special thanks to the Korogocho Community in general and the support from Ngunyumu Primary School administration, teachers, pupils and the entire fraternity who made this documentation possible.

Any errors of omission or commission are regrettable and we hope they will not affect the content in this handbook.

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Schools remain one of the few integral social institutions in many urban and rural communities. In both the urban and rural areas, they form a major community focal point especially for the children since children (pupils) spend a large component of their young and teenage life.

1. Their potential to improve learning and make significant improvement to the community remains largely untapped.

2. UN Convention on the rights of the child to education -Article 28 and 29- a key milestone.3. African Charter on the right of the child article 11, Vision 2030 the social pillar and the Kenyan

Constitution article 53 – Right to Free Basic Education and protection from harm - school safety.4. Education systems can be able to do more in the face of increasing youth crime…safety is one of the key

indicators of how well an education system is working in a city. Learner’s safety is central to the provision of quality education

5. The need for interventions in public and non-formal schools in informal settlements prompted the City County of Nairobi to launch the safe school, safe neighbourhood project. This project was piloted in Ngunyumu Primary School in Korogocho, whose case is lighted in this handbook. Key lessons emerged, among them:

• Need to define school environment• Need to maximise the utilisation of school space• Need to motivate children as agents of change• Need to use school as a space to promote value of alternative and diverse positive career options• Need to use school space as avenue for knowledge exchange and promote creativity• Need to increase community sense of school ownership

Executive Summaryii

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Acknowledgement iExecutive Summary iiList of Acronyms and Abbreviations iiiList of Figures ivList of Tables vList of Plates vi

CHAPTER ONE 8

1 INTRODUCTION 8 1.1 Background 8 1.2 Safer Cities Initiative (UN-Habitat) 9 1.3 Cities for Children (World Vision) 10 1.4 Safety concerns for school children 10 1.5 International Perspective 10 1.5.1 Case Study I – Fight for Peace, Brazil 10 1.5.2 Case Study II - Raising voices, Uganda 1 2 1.5.3 Case Study III – Safe Community of Opportunity Model 13 1.5.4 Case Study IV – Participatory Planning and Design Toolkit 14 1.6 Key lessons 14 1.7 Conclusion 15

CHAPTER TWO 16

2 GUIDANCE ON CHILDREN SAFETY IN SCHOOLS 16 2.1 Introduction 16 2.2 Child-Friendly School Manual – UNICEF 16 2.3 Child Friendly Spaces Guide 17 2.4 Education Act 2014 18 2.5 Safety Standard Manual 20 2.6 Emerging Gaps 21 2.7 Design Thinking 21 2.8 Crime Prevention through Environmental Design 22 2.9 Conclusion 22

CHAPTER THREE 243 PRIMARY EDUCATION IN NAIROBI CITY COUNTY 24 3.1 Introduction 24 3.2 Objectives of City Education Department 24 3.3 Specific functions 24 3.4 Background of Schools in Nairobi City County 24 3.5 Categories of Schools in Nairobi City County 25 3.5.1 Early Childhood Education Centers 25 3.5.2 Primary Education 25 3.5.3 Complementary Schools 25 3.5.4 Technical Vocation Education and Training 26 3.5.5 Special needs education 26 3.6 Safety challenges in Nairobi City County Schools 26 3.7 Governance Structure in School 26 3.8 Physical Planning in Schools 26 3.9 Leadership in Schools 26 3.10 Community involvement in School Activities 27 3.11 Communication between the School and Stakeholders 27 3.12 The Role of the School in Developing the Neighbourhood 27 3.13 Recommendations from Task Force Report, (NCC, 2014) 27 3.14 Conclusion 28

CHAPTER FOUR 30

4 NGUNYUMU PRIMARY SCHOOL PILOT CASE STUDY 30 4.1 Introduction 30 4.2 Setting 30

Table of Contentsiii

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4.3 Objectives 31 4.4 Research design 31 4.5 Approach 31 4.5.1 Participatory Approach 31 4.5.2 Case Study Approach 31 4.6 Stakeholder mapping and Sampling frame 32 4.7 Data collection techniques 33 4.7.1 Interviews 33 4.7.2 Questionnaires 33 4.7.3 Observation 33 4.7.4 Photography and sketching 33 4.7.5 Mapping 34 4.7.6 Focused Group Discussion 34 4.7.7 Stakeholder Workshop 34 4.8 Triangulation 34 4.9 GSGN Activities at Ngunyumu Primary School 35 4.9.1 Joint environmental waste management activities 35 4.9.2 Improvement of school infrastructure 35 4.9.3 Participatory and inclusive leadership 35 4.9.4 Resource sharing 36 4.9.5 Connectors 36 4.9.6 Use of school space over weekend 36 4.10 Re-created the School as Community Center 36 4.11 General Progress since the Pilot Project 37 4.11.1 School and Community integration 37 4.11.2 Attitude change in the community 37 4.11.3 Increased parents’ participation in school meetings 37 4.11.4 Safety for children 38 4.11.5 Improvement of the environment/infrastructure within the School 38 4.11.6 Governance 38 4.11.7 Re-structuring of the spatial relation between the School and 38 Community 4.11.8 Involvement/Utilization of the Community in the School Space 38 4.12 Safety actions within the neighbourhood 38 4.12.1 Preferred Routes of Movement 39 4.12.2 Importance of connectivity and sightlines 39 4.12.3Separationoftrafficroutes 39 4.12.4 Activity on the routes 39 4.12.5Useofmicrotrafficmanagementdevicesintheneighbourhood 39 4.13 Outcomes of Implementation of GSGN in Reduced vandalism 39 4.14 Process of Success Used at Ngunyumu 40 4.15 Pillars and Foundation for GSGN Model 40 4.16 Conclusion 41

CHAPTER FIVE 87

5 ANCHORING GSGN IN LEGAL AND POLICY PROVISIONS 42 5.1 Introduction 42 5.2 Development plans 42 5.3 Support policies 42 5.4 Communication 42 5.5 School to school dialogue 43 5.6 Inclusive partnerships and linkages 43 5.7 Sustainability 43 5.8 GSGN Monitoring and Evaluation Framework 43 5.9 Conclusion 43

Bibliography 92Appendices 94Appendix 1: Pupil’s Mapping Exercise Guide 116Appendix 2: Pupil’s Questionnaire 117Appendix 3: Teacher’s Questionnaire 120Appendix 4: Parent’s Questionnaire 124Appendix 5: Observation Checklist 127

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List of Acronyms and AbreviationsivBoG Board of GovernorsNCC Nairobi City County CFS Child Friendly SchoolsCoE Centre of Expertise for Urban Programming CPTED Crime Prevention through Environmental DesignCUST Center for Urban StudiesECD Early Childhood DevelopmentGSGN Good Schools Good NeighbourhoodKCPE Kenya Certificate of Primary EducationKSUP Korogocho Slum Upgrading ProgrammeNGOs Non-Governmental OrganizationsNIUPLAN Integrated Urban Development Master Plan for the City of Nairobi PTA Parents Teaches AssociationUN-Habitat United Nations HabitatUNICEF United Nations Children Education Fund

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Figure 4 1: Outline of the Process 63Figure 4 2: Triangulation Method for Data Analysis 69Figure 4 3: School and community integration 76Figure 4 4: Contributors to Good Governance in Ngunyumu 77Figure 4 5: Good school good neighbourhood pillars 85

List of TablesTable 3 1: Enrolment rates in Primary Schools within the Nairobi City County (2012) 50Table 4 1: Outline of the Participatory Approach 64Table 4 2: Summary of the Sample Distribution 66

List of PlatesPlate 1 1: Breaking the Cycle of Crime. 27Plate 1 2: Safe Community of Opportunity. 28Plate 4 1: Pupils filling Questionnaires under the guidance of the researchers 67Plate 4 2: eachers filling questionnaires under the guidance of the researchers 67Plate 4 3: Children participating in community activities 70Plate 4 4: Solid waste bins and water faucets 70Plate 4 5: Water tanks 71Plate 4 6: Southern gate 71Plate 4 7: School community meeting 71Plate 4 8: Student leader addressing school assembly 71Plate 4 9: Karate class 72Plate 4 10: Scout/girl-guides parade 72Plate 4 11: Child play set of swings and slides 72Plate 4 12: Sspaces for informal play activities 72Plate 4 14: Adult education over the week-end 73Plate 4 13: Play time in school 73

CHAPTER ONE

List of Figuresv

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Chapter One11.1 Background

The Good School, Good Neighborhood (GSGN) Concept has taken different dimensions the world over. In Detroit, Skillman Foundation looked at three main facets namely good schools, good neighborhoods and good opportunities as the main components of creating good neighborhoods and good schools (Fiester, 2011). In the good neighbourhoods they focused on involvement of community members in management of resources, strategies, actions and outcomes while the good schools started with broadbased education refrorm that then focused in to principle leadership training.

In North Carolina in the USA, Salvesen & Hervey (2003) portends that not so long ago schools were built as the cornerstone of communities and housed in proud civic buildings however they have now changed to the periphery of such communities and this brings about many challenges like the loss of walkable, neighborhood-scale schools in favor of larger, more remote campuses accessible pri-marily by school bus. As such, their key objective was the establishment of well designed neighbourhood walkable schools.

In Uganda Naker (2009) focuses on the qualities and characteristics of a good school. These include a school that creates experiences, environments and relationships that enable children to thrive and discover their full potential; a school led by visionary teachers who appreciate that education goes beyond what happens in the classroom and a school that runs according to a shared mission and publicly declared values and standards.

Despite the different approaches in different locations, what remains key is that there is a very strong mutual relationship between good schools and good neighborhoods. This relationship cuts both ways i.e. good schools create good neighborhoods while good neighborhoods create good schools. The schools provide resources for the community while the neighbourhood provides safety and security for the school.

1.2 Safer Cities Initiative (UN-Habitat)

UN-Habitat’s Safer Cities Programme was launched in 1996 at the request of African Mayors seeking to tackle urban crime and violence in their cities. To date UN-Habitat has supported initiatives in 77 cities in 24 countries worldwide.

The Safer Cities Programme has evolved over time as knowledge on the drivers of urban insecurity has been gained and approaches to addressing it have been refined. Today the Programme embraces a holistic, integrated, multi-level government and multi-sectoral approach to improving the livability of cities and quality of life for all urban residents, predicated on the confidence that good urban governance, planning and management can improve the safety of neighborhoods.

The key approaches by the UN-Habitat Safer Cities Initiative include:

Urban Crime Prevention Approach This approached focused on 3 pillars namely:• Institutional crime and violence prevention – promoting

the role of local government in providing safety and security for their inhabitants, promoting alternative forms of policing (community policing and problem-oriented policing), alternative forms of justice and bringing justice closer to the people (e.g. tribunals and traditional community conflict mediation mechanisms)

• Social crime prevention – focusing on youth at risk and women and girls safety

• The physical environment

Multi-dimensional Approach to Urban Safety This approach looks at different facets and underlying causes of lawlessness and violence that lead to unsafe environments. Some of the identified dimension include:• Security of tenure and forced evictions – land ownership

is often the cause of a lot of violence and conflict (e.g. Colombia and Kenya)

• Natural disaster and conflicts also cause situations of lawlessness and provides a window for insecurity to rise (e.g. Hurricane Katrina and the earthquake in Haiti – were followed by a situation of complete lawlessness when the institutions crumbled

Enhancing safety through planning, management and governanceThis phase considers the citywide plan for safety as a planning tool for social integration, focusing on neighbourhood planning with tools for community appropriation, access rights and allocation of streets and public spaces as sites for the construction of citizenship values. The three phases are not separate phases but building layers on top of each other, refining and enhancing each other – moving towards a more comprehensive approach on urban safety rather than

1. INTRODUCTION

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narrowly focusing on crime and violence prevention.• The planning (and also the un-planning) of cities has an

effect on safety and people’s feelings of safety• The management of the city streets and public spaces is

also key to ensure that neighborhoods are kept safe – this is not only the role of the local authority, there are models where community ownership and management is crucial in ensuring that these spaces are safe.

• Good governance and well-functioning governments support safe cities – cities with weak governance are cities often rife with crime and violence.

Local Authorities and Safer CitiesLocal authorities have a key role to play in addressing the issues of safety. Success depends on partnerships between local governments and other stakeholders. The Safer Cities Programme support local authorities in developing and implementing safety strategies using a systematic approach:• Identifying and mobilizing diverse local partners who

can contribute to reducing insecurity;• Creating a local safety coalition/partnership led by a

public leader;• Assessing, measuring and understanding the safety and

security issues on the neighbourhood and city level;• Developing a local crime prevention/urban safety

strategy and a detailed plan of action;• Implementing the strategy and action plan through

initiatives that improve social cohesions and community engagement in prevention;

• Institutionalization of the participatory approach by incorporating safety as a cross-cutting dimension in various departments and institutions of local government, criminal justice system and civil society. This requires capacity development, coaching and sometimes institutional reform.

1.3 Cities for Children (World Vision)

Cities for Children - Towards a Just City Where Children thrive is a paper by World Vision whose purpose is to explore the megatrend of urbanisation and its impact on children. The paper affirms World Vision’s commitment to address children’s vulnerability in urban contexts.

The ‘Cities for Children’ Framework World Vision’s primary goal for program interventions across all contexts is the sustained well-being of children within families and communities, especially the most vulnerable.

The Centre of Expertise for Urban Programming (CoE) provides technical leadership on urban contexts for World Vision globally. The Urban CoE has developed the ‘Cities for Children’ (CFC) framework in alignment with World Vision’s

organisational framework (Child Well-Being Aspirations) that guides all programming. According to the paper The CFC framework provides a multi-disciplinary, integrated model for contributing to Child Well-Being Outcomes in urban contexts, in collaboration with partners. It highlights key levers of sustainable change by focusing on four essential areas impacting child well-being: Healthy Cities, Prosperous Cities, Safer Cities, and Resilient Cities outlined below. Accordingly this contributes to a “Just City” where all voices and needs are considered and included. Ideally, this is characterised by partnerships and collaboration between communities, civil society, private interests and government - which holds ultimate responsibility.

• Healthy Cities - aligned with WHO Healthy Cities Goal

To contribute to healthy urban environments where children thrive.Strategies

• Adequate nutrition and food security• Equity of access to quality health services including

water, sanitation and waste management• Behaviour change through healthy practices and

health promotion

• Safer Cities - aligned with UN Habitat Safer Cities Goal

To ensure that children and their families live in a safe and protected environment, free from violence and harmStrategies

• Developing local crime prevention strategies in local planning

• Increasing access to humanitarian protection• Increasing awareness of Safety strategies

implemented through stakeholders of the city• Strengthening

• Resilient Cities - aligned with UNISDR Resilient Cities

Goal

To support city dwellers to prepare, respond and adapt to urban crises, hazards and disasters

Strategies• Building resilience into urban planning approaches,

including climate change adaptation and shelter reconstruction

• Strengthen community capacity to rebound from shocks and stresses, e.g. livelihoods

• Enhance resourcefulness, knowledge networks and education on resilience

• Prosperous Cities- aligned with UN-Habitat Prosperous Cities Goal

To create an enabling environment for urban livelihoods

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by enhancing pro-poor employment, local assets and productivity

Strategies• Identify opportunities to grow small-medium scale

businesses• Develop models for income generation around

shared services (e.g. water and sanitation facilities)• Increased access to markets for the urban poor• Greater inclusion in local value chain processes

1.4 Safety concerns for school children

The safety of school children has many facets. These range from their safety at home, on their way to school and within the school compound. Since the parents are presumed to be in charge of the children’s safety at home, focus is often placed on their travel to school and safety within the school compound. Safety on the route to school is of greatest concern as there is no specific person responsible for the children on their way to school especially those that go to school unaccompanied.

From a general perspective, the challenges to children’s safety emanate mainly from abuse and injury. The abuse can either be physical, emotional or sexual while injury could result from the different forms of physical abuse, accidents while playing and traffic accidents on the way to and from school among others (Department of Education, 2014). Safety within the School Compound

Abuse could take place within or outside the school compound. However the nature and perpetrators of the different forms of abuse vary depending on the location. Within the school compound, abuse is expected from the teachers, subordinate staff or fellow school going pupils. These forms of abuse can manifest as:

1. Bullying by fellow school children2. Physical abuse like severe physical punishment from

staff and student leaders3. Sexual abuse by staff or fellow school children

Safety en-route to and from School

Depending on the neighborhood in which the children are, the nature of safety concerns en-route to and from school include:

1. Muggings2. Abuse3. Road accidents (e.g. cars, motorcycles). This could be

as a result of negligence of the motorists, ignorance of the children, negligence of other transportations system users like fellow passengers scrambling for space, lack of proper road signage, poorly constructed

roads among others.4. Personal injury dependent on the type of road

surfaces or other elements like quality of bridges.5. Bullying by other school going children or general

members of the community.

1.5 International Perspective

School going children face a myriad of challenges. These challenges include among other things unsafe environments. These environments are met both at home, on the way to school and in school. The lack of safety manifests in many ways including traffic accidents, armed violence and muggings as well as personal injury both en-route to school and in school. These challenges have been acknowledged as major impediments to the school children’s safety, their performance in school and the overall wellbeing of the community in which they reside. AS such, several initiatives have been undertaken to improve the situation. Such initiatives include the Fight for Peace in Brazil, Raising Voices in Uganda, and Participatory Planning and design toolkit in Kenya. These have been discussed in detail below.

1.5.1 CASE STUDY I – FIGHT FOR PEACE, BRAZIL

The objective of the initiator of this project was to provide an alternative to the armed violence and drug trafficking that often formed part of life for the young residents of Complexo da Maré, a complex of 17 favelas in Rio de Janeiro.

The methodology used was the use of sport as the possibility of attracting and working with the young people from Complexo da Maré in a holistic project combining boxing & martial arts with personal development. In order to institutionalise the process and methodology, in 2007 Fight for Peace (FFP) became established itself as independent Non-Governmental Organisation (NGO) in Brazil (Associação Luta pela Paz). In the same year, Fight for Peace also replicated its methodology with the opening of the Fight for Peace Academy in London.

Over the years, Fight for Peace has transformed from a project with just ten young people to a group of international NGOs – based in Rio de Janeiro and London – which support 2250 young people each year.

The objective of Fight for Peace is the using boxing & martial arts combined with education and personal development to realize the potential of young people in communities that suffer from crime and violence.

i) Stages

Fight for Peace has experienced four stages:

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a. Instinctive Reaction – Boxing materialized as a tool to open a dialogue with the hardest to reach young people who were not interested in school or by social projects. These were often young people involved in the trafficking of drugs;

b. Consolidation – Combining an attempt to understand the needs of young people through research in the field. This gave rise to the Five Pillars;

c. Growth – Replication of Fight for Peace’s work, demonstrating that the model can work in other areas/cultures, and international training, allowing growth on a global scale of the support offered to children and youths;

d. Sustainability – Developing the structure of the FFP Group to guarantee the local and international sustainability of the project, and the launch of LUTA Clothing, a social enterprise generating new funds for the group.

(ii) Thefivepillars

Fight for Peace’s methodology was developed through a process of consolidation that combined the involvement of the young people who participated in the project, research in the field about youth, crime and drug-trafficking in Rio de Janeiro and internationally, as well as the involvement of the multidisciplinary staff members.

Fight for Peace’s strategy of action is based on a methodology of Five Pillars, which work holistically and are integrated within the various projects and activities of the association. This methodology is aimed at young people between the ages of 7 and 29 who have to live with situations of violence and low social and financial resources on a daily basis.

The Five Pillars are underlined by Fight for Peace’s values of Embracing, Champion, Solidarity, Inspiring and Fearless and are delivered through the Open Access and Pathways projects, which can be combined and accessed by each of Fight for Peace’s members, according to their particular needs and desires. The objective of all the projects is the same: to allow these young people to reach the greatest potential of their personal development.

FFP’s Theory of Change is based on the assumption that concrete changes in a young person’s behaviour, activity or situation, are dependent on changes in their perspective, their perception of themselves and of others, their motivation, and how they make decisions. Therefore, FFP focuses on personal development throughout its work with young people in order to have an impact in these essential areas. This enables young people to take full advantage of the opportunities that are available to them through FFP’s holistic Five Pillars model:

a. Boxing & Martial ArtsFight for Peace believes that boxing & martial arts offer a broad appeal and important values to young people: discipline, respect, self-control, identity, a feeling of belonging and pride, amongst others. The adrenaline of combat sports also works in attracting young people to take part, offering life lessons from the training sessions and in the relationships between the pupils and the coach. In an approach that sees sport as a tool in the inclusion and development of young people, Fight for Peace creates champions inside and outside the ring through its Open Access project. As well as this, all the young people signed up to the sporting activities have to regularly participate in the personal development sessions, which contain citizenship lessons and broaden horizons.

b. EducationThe Education pillar offers support and new opportunities for learning to young people who find themselves out of education or with learning difficulties. Fight for Peace as such offers numeracy & literacy classes as well as fast-track formal education qualifications. Through the Pathways project Fight for Peace offers an inclusive and tailored learning programme, different from traditional schooling practices. Like the other members of Fight for Peace, Pathways pupils must attend the personal development sessions which, combined with mentoring offered by the institution’s Social Support team, help them to build better opportunities for the future.

c. EmployabilityAll members of Fight for Peace have the opportunity to be trained and prepared for the job market. That may be through access to specific courses and training sessions carried out by the organization or by business partners, through support received when searching for jobs, or training for interviews, writing CVs or job referrals amongst other services available.

d. Youth Support ServicesFight for Peace’s Social Support team individually accompanies all the young people who are members at the Rio and London academies. This support involves the members and their families and attends to the specific needs of everyone, whether that be through offering information, legal aid or psychological support. Members are also offered individual and group mentoring, guided support and referrals (social, medical, legal). As well as this, the team carries out home visits, case working and street outreach work.

e. Youth LeadershipFight for Peace creates new leaders inside and outside of the organization, by giving its members responsibilities and influence. In both Rio de Janeiro and London there exists the Youth Council, a group of elected members

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of Fight for Peace who participate in the organization’s decision-making as well as in its process of evolution and change. The Youth Councils also receive visits to the academies as well as participating in staff meetings.

1.5.2 CASE STUDY II - RAISING VOICES, UGANDA

Established in 1999, Raising Voices is an NGO based in Kampala using a community-led rights-based approach to address violence against women and children. Together with the various programme tools they have designed, they provide technical support to local-level community organizations working on violence prevention and gender equity.

Raising Voices developed the Good School Toolkit to help educators explore what a good school is and guide them through a process that helped them create one.

(i) Good School Toolkit

In a Raising Voices’ study conducted in 2005 in Uganda, over 60% of children interviewed said they experienced violence at school on a regular basis. To address this urgent issue, the Good School Toolkit was developed, as a holistic and sustainable methodology for creating violence-free schools. The Good School Toolkit was developed with the help of schools in Uganda and has been revised once in order to better meet the needs of teachers and students.The Good School Toolkit is a methodology created to help educators and students explore what makes a healthy, vibrant, and positive school and guide them through a process to create their vision. It deliberately focuses on ideas and activities that do not require dedicated financial resources—just commitment and perseverance to create something extraordinary.

(ii) Objectives of the Good School Toolkit

The Good School Toolkit has four interrelated objectives that address:

• Development of a collective vision for the school.• Creation of a nurturing learning environment.• Implementation of a more progressive learning

methodology.• Strengthening school governance.

The Toolkit is designed to be systematic and child-friendly in its approach. It contains six steps that are designed to take a school through a process of growth that mirrors the stages of behavior change. This enables key stakeholders to experience change in a manageable and natural way.

(iii) Ingredients for a good school

The Good School Toolkit has three objectives:• To equip teachers for increasing student

confidence and success• To create a learning environment that is safe and

respectful• To support the administration in becoming

more transparent and accountable

To achieve these objectives, it identifies 3 ingredients for a good school, namely:Good Teachers + Good Learning Environment + Good Administration = Good School

It devised 6 steps of achieving a good school. These are:Step 1 Your Team & NetworkStep 2 Preparing for ChangeStep 3 Good Teachers & TeachingStep 4 Positive DisciplineStep 5 Good Learning EnvironmentStep 6 Good Administration & The Future

(iv) Characteristics of a good school

A good school creates experiences, environments and relationships that enable children to thrive and discover their full potential. It immerses children in a culture that values their humanity, nurtures their individuality and unleashes their intelligence. A good school is a place where children discover their passions. It is a place where children develop self-definition, self-confidence and self-assurance, as well as the belief that they can make a useful contribution to their community and country.

A good school is led by visionary teachers who appreciate that education goes beyond what happens in the classroom. It is led by individuals who have a vision for a better society and understand a school’s role in influencing the values permeating their community.

A good school runs according to a shared mission and publicly declared values and standards. It puts forward progressive ideas about social justice, human rights and the larger aspirations of the nation. It sees itself as the community’s repository of hope, where community members go to discover and nurture their best selves.

A good school has practical policies and operational mechanisms that are faithful to the school’s mission. It creates mechanisms and structures to institutionalize values that it believes in. It is run with efficiency and on sound principles that guide day-to-day decision-making processes. A good school is inclusive and creates opportunities for all stakeholders to participate. A good school presents learning as a lifelong enterprise. It enables children’s growth and helps them discover a value system that can be their compass in the world. A good school is our collective hope for building a compassionate, thoughtful and wiser nation.

(v) Educating the whole child

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A good school aims to help the child learn by addressing the developmental needs of the whole child. It nurtures the cognitive, social and ethical development of children.

Cognitive development: Through learner-centred teaching methodology and skill building, a good school develops children’s ability to analyse and process information efficiently. It focuses on teaching children how to learn rather than how to merely memorise information.

Social development: Through respectful relationships, mentoring and careful guidance, a good school develops children’s self-confidence and ability to trust their own judgments. It provides children an opportunity to discover their potential and define their priorities. A good school promotes an environment in which children feel accepted and valued and learn to relate with others responsibly.

Ethical development: Through democratic and accountable structures, deliberate role-modelling and progressive policies, a good school develops children’s ability to share in upholding a set of policies and to demonstrate a sense of civic responsibility. A good school cultivates clear ethical standards that it then helps students internalise as a lifelong value system.

A good school recognises that children’s cognitive development is dependent on an enabling social and ethical environment at the school. Efficient learning can only occur when the child is taught a wide range of cognitive skills needed to navigate the various stages of the learning process, including grasping information, analysing its implication, exploring its value and applying it. Development of these skills requires the child to feel accepted, protected, and respected as well as feel a sense of belonging within the learning environment. This social environment can be fostered by nurturing children’s ethical development through creating compassionate relationships, mentoring children, providing a structured environment and demonstrating clear standards by which everyone operates within that environment (see diagram on opposite page). It is the collaborative influence of all these factors that produces creative thinkers and imaginative problem-solvers.

1.5.3 CASE STUDY III – SAFE COMMUNITY OF OPPORTUNITY MODEL

Crime, violence and resulting unsafety are issues of deep concern the world over. These issues are aggravated especially for women, children and the marginalized in society. The criminal justice system, despite

the heavy investments by various governments, remain inadequate in dealing with issues of crime, violence and lack of safety (Holtmann, 2009). A very large number of the world’s child population are exposed to victimisation that is worsened by conditions that make them vulnerable to engage in criminal behaviour and become criminals.

As such, dealing with issues of lack of safety is a role not only for the government but the society as a whole. Lack of safety is experienced at local level, and it must logically therefore be addressed at local level. Local safety approaches must bring together the perspectives of local actors in collaborative, integrative approaches to overcome the fragile social systems that perpetuate vulnerability and increase the risks of a cycle of crime and violence. This requires a systemic approach that embraces the complexity of the problem and delivers a systemic solution.

Safe Community of Opportunity model comprises the following components and Steps:

1. A visual representation of a Safe Community of Opportunity. This helps in clarifying the issues contributing to lack of safety and therefore the objectives of a Safe Community of Opportunity.

2. A tool for practical development of the network of collaborators essential to a Safe Community of Opportunity. This identifies the actors necessary for meeting the objectives and achieving the vision set in step 1

3. A data - gathering tool for the capture of local demographic and criminal justice data. This is necessary in identification of the nature of crime, nature of perpetrators and crime hotspots.

4. A data base and data capturing tool for the mandates and programmes of the stakeholder groups aligned to the elements of the model. The programme is designed to respond to the different stakeholders according to

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known mandates and objectives. 5. A tool for the facilitation of a shared vision for a Safe

Community of Opportunity guided by the Breaking the Cycle of Crime and Violence model and defined by the inter-related 48 elements and multiple stakeholders of the Safe Community of Opportunity model. see : Plate 1 1: Breaking the Cycle of Crime. Source (Holtmann, 2009)

6. A data - gathering tool for the capture of contextual

and specific local needs, goals and objectives, within the 48 elements of the model.

7. Proposed indicators for the measurement of performance towards the achievement of a Safe Community of Opportunity. Plate 1 2: Safe Community of Opportunity. Source (Holtmann, 2009)

1.5.4 CASE STUDY IV – PARTICIPATORY PLANNING AND DESIGN TOOLKIT

While social /cultural /economic needs and concerns of any community may be externalized through different methodologies, the translation of these needs and concerns to design actions is usually intuitive and not systematically developed. The Participatory Design Thinking Process swiftly builds upon the outcome of the visioning exercise to translate the associations established between elements of “what it looks like when its fixed” into the language of design objectives and design criteria (Shehayeb, Al-Helo, & Sabry, 2011).

User expressed wants which formulate action plans are usually limited by peoples’ own experience. On the other hand, once the designer understands the underlying goals and objectives behind the expressed wants, the designer can exchange design knowledge with the users raising their awareness to alternative solutions to better attain their aspired goals and objectives. This two-way exchange of knowledge is the core of the PDW process where

designer team and participants arrive at design decisions by thinking together; also known as ‘co-decision’ level of participation. That is how the Participatory Design Thinking Process could contribute to the further development of the Action Plans (Shehayeb, Al-Helo, & Sabry, 2011).

The processes and steps of Participatory Planning and Design vary from context to context but key steps proposed by (Shehayeb, Al-Helo, & Sabry, 2011; Slocum, 2003; Okello, Oenga, & Chege, 2008) and discussed within the context of the Korogocho Project (Shehayeb, Al-Helo, & Sabry, 2011) include:

Step 1: Initiating the process. The commencement of a successful participatory planning process depends on the good will and commitment of the partners. The proces can be intitated by the community, local authorities, development agency (an NGO, for example), or a local service. The initiator of the process needs to pay an informal visit to the local community or development partners on the ground to discuss the possibilities of working together. During the initial discussions, the initiator may assess local people’s needs, community organisation, local leadership, resource potentials, and possible areas of conflict. A number of tools that may be relevant for this exercise include:

1. Transect walks,2. Social mapping/neighbourhood profiling 3. Institutional analysis4. Venn cycle diagram 5. Service provider interviews 6. Focus group discussions

For the Korogocho Project, the team took mapped, took measurements and photographs of the school. They thereafter met with the school comittee for the next stage.

Step 2: Awareness creation to the wider community. The wider community needs to be made aware of the projected planing and design process. This publicity and awareness is necessary for bringing the local community and local leaders on board. It aids in gathering their preliminary opinions too. Then use local community contacts, radio broadcasts, community notice boards, posters, local newspaper advertisements and loudspeaker announcements.

Step3: IdentificationandMobilisationofStakeholders.This involves initiating discussions with those affected by the problem, those causing the problem and insitutions

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related with the leadership of the community, the problem at hand or policies. The tools to be used at this stage include Stakeholder Analysis and Venn Cycle Diagrams.

Step 4: Community or Neighbourhood Needs Assessment. This involves the engagement of the very involved members of the community or neighbourhood in identification of the real, not percieved problem areas and available resources.

Step 5: Stakeholders Capacity Building. Training of the stakeholders after a comprehensive needs assessment is key to a sustainable process because it empowers stakeholders to play more active roles in their own development, making them not only capable of formulating proposals and plans, but also implementing projects and ensuring their sustainable management.

Step 6: Prioritization and Ranking of Needs. The identified problems and solution needs may be many and vary in nature of urgency. At the same time the available resurces and capacities may not be able to satisfy all the identified needs. It is therefore critical to prioritize the needs.

In the prioritization of the needs, the Ngunyumu project noted the following as some of the key areas.

1. Beautifying the school and personalizing the classrooms

2. Improving the groundcover3. Improving the play areas4. Improving the toilets5. Water and borehole6. Structural safety of buildings7. Planting trees8. Improving classroom furniture

Step 7: Community Visioning. This stage gives the community the opportunity to dream together, visualize the desired future and propose the changes they wish for. The main tool employed at this stage is a stakeholders’ meeting comprising different groups with the assistance of the facilitator devising a desired future state for their settlement.

Step 8: Action Planning. As the backbone of Participatory Planning, this is where the participants develop strategies to address problems identified in the previous stages. They also identify actors, timeframe, the budget and location of problems and possible programmes and projects. Here; the stakeholders transform the vision into strategies and action plans. The facilitation team also compiles the draft plan and presents to the stakeholders.

In the Korogocho project, the team prepared three action plans; to have a safe conducive learning environment, the school as a valued community resource and to sustain and protect the school as an asset. The action plans had clearly indicated action responsibility, timeframes, duration, indicators and outcomes.

Step 9: Formation of Plan Implementation CommitteesPlan implementation Committes are important in focusing on specific issues to be addressed. The Composition of the implementation committes should consist of representatives of Parents Teachers Association (PTA), students, School staff Public Benefit Organisations, Faith-based groups that offer youth programs and the community. Each of the members should be able to represent their interests in the actualisation of the plans.

The role of specific implementation commitees can include the following but not limited to; Set objectives, establish scope and timing, identify experts, approve and select potential service providers, monitor and supervise implementation.

Step 10: Implementation of Priority Projects. Just like the prioritazation of the needs, the projects that build up to the plan are also presented on a priority basis.

1.6 Key lessons

1. Alternative leisure activities need to be provided to the various age groups in order to discourage violence and create safe environments.

2. Involvement of the host community is important in achieving successful safety community oriented projects. They should be engaged in the identification of the problems and visioning as well as crafting the various action plans.

3. Safety of children is the responsibility of the entire community and school is no exception for an unsafe environment. To achieve safe and good school environments, experiences, environments and relationships that enable children to thrive and discover their full potential is important.

4. ISafe environments offer great opportunities. Opportunities for social, cultural and educational development and success.

5. Participatory planning and design which engages the host community, expert facilitators, the government and other nongovernmental stakeholders in the fields under study are important for the success of the any project.

6. Provision of various action alternatives with detailed implementation plans and evaluation and monitoring mechanisms enhance success of any proposed community oriented projects.

1.7 Conclusion

It is worth noting that in the case of Brazils “Fight for Peace” project, the proponents worked with the existing negative situation of crime and violence to transform it into a positive one. The objective of Fight for Peace is the use boxing & martial arts combined with education and personal development to realize the potential of young people in communities that suffer from crime and violence. It ensures

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a sense of responsibility is instilled in the young people.

While Involving the youth who are in this case the affected group; “Fight for Peace” creates new leaders inside and outside of the organization, by giving its members responsibilities. In Uganda’s "Raising voices" The concept of Educating the whole child is key to a good school that aims to help the child learn by addressing the developmental needs of the whole child. It nurtures the cognitive, social and ethical development of children. In both cases positive naming is used in the influencing the perception of the projects; "Fight for Peace "- Brazil and "Raising voices"- Uganda.

Community visioning of both the problems, identification of issues of safety and proposal of solutions is critical in achieving success with community oriented projects as demonstrated by the Safe Community of Opportunity Model and the Participatory Planning and Design Toolkit. Similarly, involvement of governmental and non-governmental stakeholders in the issues being dealt with. Safe Community of Opportunity Model and the Participatory Planning and Design Toolkit demonstrate that a systematic approach to dealing with a participatory process are key for success.

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Chapter Two22. GUIDANCE ON CHILDREN SAFETY IN SCHOOLS2.1 Introduction

This Chapter discusses various guidelines from various documents that have addressed children safety in schools. The Child-Friendly School Manual by UNICEF is one such kind that appreciates the need to embrace a multi-dimensional concept of quality and address the total needs of the child as a learner. The Practical Guide for Developing Child Friendly Spaces is another point of reference designed to assist UNICEF staff and partners, in establishing and operating Child Friendly Spaces (CFS) in emergency situations. Further there is the Safety Standard Manual by the Ministry of Education which has the objective to create and maintain a safe, secure and caring environment which is discussed. The Education Act 2014 gives effect to Article 53 of the Constitution concerned with the rights of children. Additionally, this chapter explores the relevance of two key Philosophical Concepts; Design Thinking and The theory of Crime Prevention through Environmental Design (CPTED).

Section One: Legal Instruments

2.2 Child-Friendly School Manual – UNICEF

Child-friendly Schools (CFS) embrace a multi-dimensional concept of quality and address the total needs of the child as a learner (UNICEF, 2009). It is also noted that various school models illustrate ways to improve the quality of education. However, it is the CFS models that have emerged as the most comprehensive in their approach and the most widespread, both in the number of countries in which they have been put into practice and the geographical distribution of those countries. CFS models vary from country to country.

As the main proponent of these CFS models, UNICEF has the responsibility of providing a coherent account of them, summarizing their main features so as to create a prototype that can serve as the basis for developing national capacities to design and implement CFS in a wide range of countries. It is against this background that UNICEF embarked on the preparation of this CFS manual.

Key objectives of the manual are: 1. Provide practical guidance on the design, construction

and maintenance of child-friendly schools as safe, welcoming environments in which children can learn, emphasizing links with the community, the influence of pedagogic considerations, cost-effectiveness and sustainability.

2. Provide practical guidance on the operation and management of child-friendly schools, elaborating on the role of school heads, teachers, non-teaching staff, pupils, parents, communities and local and national education authorities.

3. Provide practical guidance on classroom processes in child-friendly school.

4. Highlight the importance of cultivating a sense of community in child-friendly schools.

5. Provide a ‘minimum package’ that offers guidance and tools for addressing environmental risks and vulnerabilities to climate change within schools and their surrounding communities.

The manual examines the planning and design of new spaces and environments for child-friendly schools and sets out quality planning standards for improving existing schools and temporary structures used as schools. It focuses on location, design, construction, operation and maintenance of new child-friendly schools and the important factors for renovating and adjusting existing schools to make them child-friendly.

On Pedagogy and design, the manual identifies key spaces within a school such as classrooms, facilities and outdoor spaces. It further elaborates under each of the spaces desirable attributes for child friendliness as outlined below:

(a) ClassroomsSize and space: Classrooms can vary in size and serve different functions, with children moving from one to another for different purposes. They can allow for a number of different activities, such as reading, research, group work and art.

Safety: Transparency in school design, so people can look inside the classroom and other school units, can protect children from abuse by teachers or older students, particularly during after-school hours.

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(b) FacilitiesToilets, water for hand washing and drinking: Children and teachers need gender-separated toilets and water for hand washing and consumption. School toilets that provide privacy and facilitate menstrual hygiene (personal hygiene rooms) must be at a safe location and maintained in a non-discriminatory way.

Other facilities: the other identified facilities include Water recycling, Hygienic area for food vendors and school kitchen, Storage of medicine, Health clinic, IT centre, library and Laboratory.

(c) Outdoor spacesRecreational space: Ideally, every schoolyard should contain enough space for locally popular sports, games and extra-curricular activities (drama, singing, dancing) and for school eco-gardens, orchards and farms/woodlots. Children should be involved in laying out the games area since they understand the requirements.

Fencing: Planning should take into consideration the need for and type of fencing around a school. Often in rural settings, the school will need to be physically separated from the rest of the community in order to create a child-friendly space and maintain that space differently from the rest of the environment. The fence and gates are also important to protect the property during non-school hours.

School grounds and food production: Children can be encouraged to help raise vegetables, fruits, domestic animals and fish, and the school grounds can be used to help them learn effective methods of food production and conservation.

The manual further gives factors to be considered in locating schools or learning spaces. The size of schools, where they are placed and the way they are arranged influence learning and how children relate to one another, adults and the community. According to the manual, studies show that children prefer variety, flexibility and ease of maintenance in schools and learning spaces. In addition, children often state a preference for green spaces that include flowers, shrubs and trees – the latter as filters of sun, dust and noise and for shaded outdoor lunches, outdoor learning and beauty.

The size of each school and the layout and organization of the learning spaces and environments should be based on physical and curricular needs. Above all, spaces should be well defined, well proportioned, fit for multiple learning activities and integrated with outdoor spaces and environments. Locations should protect children from safety, health and environmental hazards, such as flooding, excessive noise, odour, dust, waste belts, fuel depots, small- and large-scale industries, traffic, crime and vandalism. The school should ideally be within walking distance for all children. When children need to use transportation to get to school, the cost increases and poor children are likely to be excluded.

2.3 Child Friendly Spaces Guide

The Practical Guide for Developing Child Friendly Spaces is designed to assist UNICEF staff and partners, in establishing and operating Child Friendly Spaces (CFS) in an emergency (UNICEF, 2009). The overall aim of the guide is to improve the standards and capacity of field staff, by providing the required knowledge to support the design and operations of child friendly spaces. It is intended to facilitate an understanding of how to develop a CFS in contexts in which children’s well-being are threatened or damaged as a result of conflict or natural disasters.

The guide highlights six key principles for planning, developing and operating child friendly spaces as outlined hereunder:

1. CFS are secure and "safe" environments for children - CFS provide a safe and supportive system for children and families during a time of crisis.

2. CFS provide a stimulating and supportive environment for children - It is important for the CFS to provide an environment that supports children. A supportive environment entails three key elements: i) a wide range of appropriate activities and programmes; ii) a physical environment to facilitate the activities and programmes; iii) encouraging, supportive and sensitive staff.

3. CFS are built on existing structures and capacities within a community - successful programming in an emergency builds on and integrates into existing capacities and structures of communities, civil society and governmental organizations.

4. CFS use a fully participatory approach for the design and implementation - Meaningful “participation gives voice to different sub-groups of children and enables the sense of local ownership that contribute to programme quality, equity and sustainability”.

5. CFS provide or support integrated services and programmes - Activities and programming should be integrated as much as possible. The three most involved sectors of a CFS are education, protection, and health among others.

6. CFS are inclusive and non-discriminatory - An inclusive process and a non-discriminatory approach ensures that all children regardless of their class, gender, abilities, language, ethnicity, sexual orientation, religion, nationality have equal access to CFS.

The manual is a practical guide with key functions that include the following:

1. Contains concrete, accessible guidance within in a clear, logical structure and framework, and further provides examples and tools to ensure an understanding of knowledge and to facilitate application;

2. Promotes reflection on the content to enable culturally specific adaptation to various needs and capacities during an emergency;

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3. Emphasizes integration of various sectors and meaningful participation from children and the communities;

4. Offer and recommends links to additional, useful resources.

2.4 Basic Education Act 2013

This is an Act of Parliament to give effect to Article 53 of the Constitution and other enabling provisions; to promote and regulate free and compulsory basic education; to provide for accreditation, registration, governance and management of institutions of basic education; to provide for the establishment of the National Education Board, the Education Standards and Quality Assurance Commission, and the County Education Board and for connected purposes.

“Basic education” under this law is defined as the educational programmes offered and imparted to a person in an institution of basic education and includes Adult basic education and education offered in pre-primary educational institutions and centres; Here under is an outline of key areas that concern the concept of Good Schools Good Neighbourhood.

Section 26. under Part III of County Education Board guides as follows:

(1)The roles of the county government shall include the provision of funds required for the development of the necessary infrastructure for institutions of basic education and training used for conducting preprimary education, childcare facilities, homecraft centres and village polytechnics.

Section 31 under part IV of free and Compulsory Basic Education specifically on the duties of parent and guardian the law provides as follows:

(1) It shall be the responsibility of every parent or guardian to present for admission or cause to be admitted his or her child, as the case may be, to a basic education institution.

(2)A parent or guardian shall have the right to participate in the character development of his or her child.

In addition Part VIII concerning Governance and Management of Basic Education and Training, Section 59. Provides as follows:

The functions of the Board of Management of a basic education institution shall be to-

1. ensure and assure the provision of proper and adequate physical facilities for the institution;

2. provide for the welfare and observe the human rights and ensure safety of the pupils, teachers and non teaching staff at the institution;

3. encourage a culture of dialogue and participatory democratic governance at the institution;

4. promote the spirit of cohesion, integration, peace,5. encourage the learners, teachers and non teaching

staff and other, parents and the community, and other stakeholders to render voluntary services to the institution;

6. allow reasonable use of the facilities of the institution for community, social and other lawful purposes, subject to such reasonable and equitable conditions as it may determine including the charging of a fee;

In summary therefore, the issues evident under this law related to the concept of Good School Good Neighbourhood are; roles of the County Government in the provision of Basic Education, duties of parents and guardians and functions of the Board of Management.

2.5 Safety Standard Manual

The Safety Standard Manual has the objective to create and maintain a safe, secure and caring environment that facilitates and enhances quality teaching and learning processes in all schools in Kenya (Ministry of Education, 2008). The manual therefore sets out the Standards and Guidelines that a school should put in place to enhance Child Safety.

It outlines the indicators of a safe school as follows:1. High retention rate of enrolled learners.2. Strong focus on teaching and learning, reflected

by better academic performance and all round character development amongst its learners.

3. Visible strategies in promoting the rights of children as provided in the Convention on the Rights of the Child and in Children’s Act.

4. High levels of interaction between school administrators, teachers, learners, sponsors parents/guardians and the community, among others.

5. Active participation of community in school programmes.

6. Visible presence of key stakeholders such as relevant Government officials, private sector representatives, religious leaders, and representatives of NGOs in providing material, psychological and spiritual needs of the learners and staff.

7. Adequate and well maintained facilities such as toilets and sanitation facilities.

8. Clearly demarcated school grounds with proper fencing and secure gates/boundaries.

9. An environment free from drug and substance abuse, trafficking and illegal hawking.

10. Low incidences of indiscipline.

These indicators translate into 13 School Safety Standards thematically elaborated with implementation guidelines in the manual. These are:

a. Safety on School Grounds - The school should have properly demarcated and fenced grounds with a secure

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gate. The grounds should be neat, beautiful and safe for use by learners, staff, parents and community members, at all times.

b. Safety in Physical Infrastructure - The school should ensure classrooms, dormitories, offices, kitchens, toilets, and other physical structures are clean, well maintained, safe and properly utilised.c. Health and Hygiene Safety - The school should provide an environment that nurtures positive health in order to protect promote and improve health for all.d. Safety in School Environment - A School environment should be safe to promote learners’ concentration on learning and to facilitate the development of their social skills without compromising, in anyway, sustainable biodiversity.

e. Food Safety - Learners in the school should have access to safe and wholesome food for their proper physical and intellectual development.

f. Safety Against Drug and Substance Abuse - The school must endeavour to create a safe and caring environment where learners and staff know the dangers of drug abuse, and strive to make the school a drug free environment.

g. Teaching and Learning Environment - The school should provide and sustain a safe and caring environment that promotes quality teaching and learning.

h. Socio-cultural Environment of the School - All interpersonal relationships between various stakeholders in and outside the school need to be cordial, cooperative, respectful and focused on promoting a conducive environment for teaching and learning.

i. Safety of Children with Special Needs/ Disabilities - The school should have a learning environment that is safe and caring and caters for the requirements of children with special needs/disabilities.

j. Safety against Child Abuse - Schools need to ensure that learners are safe from any form of physical, emotional and sexual abuse and neglect by teachers, peers, parents or community members.

k. Transportation Safety - Schools should ensure that learners are conversant with the basic road safety rules as pedestrians, or passengers in public service vehicles in order to minimise traffic accidents.

l. Disaster Risk Reduction - The School management/board should create mechanisms and procedures that ensure stakeholders are conversant with measures needed to prevent occurrence of disasters and steps required to reduce the impact.

m. School-Community Relations - Learners and staff should create a school climate that is conducive for other stakeholders to be involved in a wide range of school activities.

The manual provides the necessary information guidelines and instruments needed in design, implementation and evaluation of a School Safety Programme. However, the manual notes that all those concerned must use the manual bearing in mind local circumstances.

2.6 Emerging Gaps

The above guidelines, law and Policies elaborate well on the issues of actualizing and marinating GSGN. However, there are gaps that are identifiable an outlined below that need to be addressed:

1. iEven with the encouragement to share school resources with the community, there are no measures ensure control of resource use and revenue in schools for their sustainability.

2. GSGN can only be effective if all key stakeholders are actively involved by creating awareness and empowering them. Creation of awareness among key stakeholders is a weak point of the guidelines, law and Policies.

3. They also fail to provide mechanisms of evaluation on issues of school safety, management as well as linkages with the community.

4. Lack of clear response mechanism to disaster management.

Section Two: Philosophical Concepts

2.7 Design Thinking

According to Brown (2008) design thinking provides an approach to addressing wicked problems within the context of understanding and working with social systems. Holtman (2009) says that it is based on the premise of being able to understand and visualise what and how people want to use things or services and designing to meet those wants and needs. Further, Rosenhead (1996) notes that wicked problems demand the understanding of greatly various social, economic and political perspectives. Therefore, design thinking proposes a range of creative alternatives incorporating the needs of different stakeholders.

According to Holtmann (2009), design thinking is integrative, producing not either/or solutions but many creative approaches to problems. She further mentions that it is essentially and enduringly optimistic – regardless of the constraints, the nature, the complexity and the stubbornness of the problem space, there are alternatives that will result in improvement. Therefore, design thinking will require “experimentalism” that is creative and moving in new directions. Perhaps most importantly, design thinking is

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based on collaboration between and within disciplines, with many role players having experience that crosses traditional boundaries of experience and learning (Brown 2008).

2.8 Crime Prevention through Environmental Design

The theory of Crime Prevention through Environmental Design (CPTED) asserts that it is possible to use knowledge and creativity to design built environments in ways that lessen or prevent the incidence of crime. Importantly, it asserts that crimes against people and property are less likely to occur if other people are around and hence environments are kept safe.CPTED explores a number of key principles:

1. the goal of surveillance2. the goal of legibility3. the role of territoriality4. the goal of personal and community “ownership” of

the outcomes5. the issue of management, and6. the idea of vulnerability.

As far as Good School, Good Neighbourhood approach is concerned, the physical design ingredients of territoriality and surveillance (Newman, 1972) are important to ensure secure environment.

Territoriality: Territoriality is guided by 2 important principles: first, security must be supported by designing and managing spaces and buildings to define clearly legitimate boundaries between private, semiprivate, community-group and public space. Second, it must be delivered without significant loss of surveillance.

Surveillance: natural surveillance is guided by the principle that the public realm and buildings must be designed and managed to maximise, consistent with other legitimate goals, the potential for passive surveillance.

2.9 Conclusion

The various documents that have addressed children safety in schools give crucial guidelines to realizing Good School Good Neighbourhood. These guides provide principles on spatial planning of learning environments, their operation and maintenance with the aim of enhancing safety and pedagogy. They also encourage the process of cultivating and managing School- Community linkages. The Education Act 2014 as well as the Safety Standard Manual are vital in directing on the role of parents, guardians and school managers in ensuring the functioning of Good Schools and relationships with the community. There are, however, identifiable gaps discussed that need to be addressed to enhance their effectiveness. Further the two key Philosophical Concepts of Design Thinking and the theory of Crime Prevention through

Environmental Design are relevant to the actualization of the concept especially as it regards spatial design.

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3.1 Introduction

Vision “Quality Basic Education for National Development”

Mission Education Department has a mission to provide, Promote and Manage Basic Education for the general welfare of Nairobi residents

3.2 Objectives of City Education Department

1. To manage, promote and administer education 21 Day Nurseries, 167 Pre-Units, 205 Primary Schools inclusive 7 Special Needs Institutions.

2. To provide assessment and advisory services to schools to 80% of the 205 primary schools annually to ensure quality education.

3. To organize and manage in-service and professional courses for 65% of teachers, officers and school management committees every year.

4. To offer guidance and counseling services to teachers, parents and pupils in at least 10 schools per term, in each of the 9 districts in Nairobi.

5. To develop and co-ordinate co-curriculum activities (ball-games, athletics, gymnastics, drama, music, mjadala/debate up to 80% in 21 Day Nurseries and 205 Primary Schools annually.

6. To manage and administer examination in class 8 that is 2 Practice Papers, Trial KCPE and KCPE each year.

3.3 Specificfunctions

1. Overall management, promotion and administration of basic education

2. Provision of early childhood education (age 3-5years)

3. Primary education (6-14 of age) 4. Special education 5. Purchasing and supply of learning materials and

equipments. 6. Planning and development of schools7. Repair and maintenance of physical facilities8. Supervisory and advisory services to schools9. Organization and management of in-service courses

for teachers10. Guidance and counseling of teachers, parents and

pupils 11. Development and co-ordination of co-curricular

activities e.g. sports, music, drama etc. 12. Administration of KCPE examination 13. Discipline of teachers 14. Agent of teachers service commission 15. Free primary education

3.4 Background of Schools in Nairobi City County

There are 205 public primary schools in Nairobi City County. Map 3.1 shows the distribution of these schools in Nairobi City County. Most of these schools were established before the 1980s when the local government had a well-planned and executed approach to providing and maintaining public facilities to cater to the needs of its residents. Most of the public primary schools were therefore concentrated in working class residential estates that were established three decades ago and earlier. See: Map 3 1: Distribution of primary school in NCC (Source: NCC, 2014)

The population of Nairobi City County has been growing over the years with a recorded population of 3,138,369 in 2009. It is estimated that the growth rate approximately is 11%. This demographic situation is also reflected in the primary school going population, which was estimated to be 493,586 in 2012. Unfortunately, only 193,053 are enrolled in the 205 public primary schools in the county. This indicates that only about one half of eligible students are in class.

Majority of the excluded students are in informal settlement, indicating a need for direct investment in these areas. This was in the form of expanding and improving facilities in the existing schools and establishing new ones. The City’s education department was established in 1964 with the mandate of overseeing the overall management, promotion and administration of basic education, and performed this role until 2013 when they were taken over by the national government as per the dictates of the New Constitution, save for the Early Childhood Development Centres (ECD).

Chapter Three33. PRIMARY EDUCATION IN NAIROBI CITY COUNTY

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3.5 Categories of Schools in Nairobi City County

The public education centres are managed by either the central government, the county government or privately sponsored by among other institutions faith based organizations. Public education cadres in Kenya are divided in to ECE (Early Childhood Education, Primary Education, Secondary Education and Tertiary Education. ECE encompasses baby classes, pre-unit and nursery school education where children are enrolled from an early age of 3 years. They then progress to primary education which runs for a period of 8 years and they sit a nationwide Kenya Certificate of Primary Education (KCPE). KCPE is what determines graduation to Secondary education which lasts 4 years and they sit for the Kenya Certificate for Secondary Education (KCSE). KCSE graduates students to tertiary education which is varied and includes University Education, Vocational Training and various colleges.

3.5.1 EARLY CHILDHOOD EDUCATION CENTERS

Early Childhood Education (ECD) in the County is run by through stand alone ECD Centers as well as those attached to primary schools. Currently there are 21 stand alone ECDE centers distributed across the county. Of the primary schools also having an ECD center, none has a baby class unit, 17 have nursery classes while 178 have pre-unit classes.

3.5.2 PRIMARY EDUCATION

Primary education is a function of the National Government under the constitution. The national government however cooperates with the County government in the provision of primary education as proved for under Article 189 of the constitution.

There are 205 public primary schools in Nairobi City County with an enrollment of 193,053 children (NCC, 2014). Most of these schools were established before the 1980s when the local government had a well-planned and executed approach to providing and maintaining public facilities to cater to the needs of its residents. Most of

the public primary schools were therefore concentrated in working class residential estates that were established three decades ago and earlier.

Table 3 1: Enrolment rates in Primary Schools within the Nairobi City County (2012)

S/NO. DISTRICT TOTAL1 Dagoretti 20,6912 Njiru 19,2533 Embakasi 29,8344 Kamukunji 16,6675 Kasarani 28,5066 Langata 15,0057 Makadara 20,3858 Starehe 21,2359 Westlands 21,477 GRAND TOTAL 193,053(Source: NCC, 2014)

3.5.3 COMPLEMENTARY SCHOOLS

These refer to non-formal centres or schools that do not meet the requirements for registration as private or public schools and offer alternatives for children who cannot access public primary schools. The complementary schools are to be found mainly in the informal settlements and are largely unregulated. Most complementary schools do not have provision for learners with special needs. It is estimated that there are 1724 complementary schools in the county.

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3.5.4 TECHNICAL VOCATION EDUCATION AND TRAINING

These centres are few and poorly distributed within the city. There are only four youth polytechnics and six vocational centres within the city. These centres are usually looked down upon because of the quality of programmes they offer and are therefore desolate.

3.5.5 SPECIAL NEEDS EDUCATION

Enrolment of children with disabilities remains low. There are no stand alone ECD centres for children with special needs. There are 3 special schools in Nairobi and a few others integrating special education.

3.6 Safety challenges in Nairobi City County Schools

The safety of a learner is paramount in the provision of quality education. The safety of a school is a good indicator of the social environment in the neighbourhood. The challenges to schools in Nairobi may be summarized as:

1. Lack of a perimeter fence2. Lack of security personnel3. Gender violence in the neighbourhood, especially

for those located in informal settlements4. Muggings especially in the slums5. Isolationism where most of the schools hardly

interacted with the neighbourhood6. Theft of teaching and learning materials7. Uncontrolled movement of people within the

school8. Dilapidated infrastructure posing a threat to users9. Environmental problems such as open sewers, open

garbage dumpsites, and impassable roads10. Terrorist fears

3.7 Governance Structure in School

The institutional management and governance in schools is summarized as follows:

1. The stand-alone ECDs are managed by the PTA committees.

2. The management of the day nurseries is through the head-teachers. Each stand-alone ECD has a head-teacher while some have deputies.

3. The attached pre-units are under the management of the primary school head teachers

4. Primary schools have not established the Boards of Management as per the requirements of the Basic Education Act 2014. The schools operate with the care-taker committees and executive committees of the chairperson, treasurer and the head-teacher

as the secretary of the committee for essential functions only.

5. The secondary schools functional boards of governors

3.8 Physical Planning in Schools

The primary school infrastructure was put up by the defunct City Council of Nairobi. Most of the schools have no additional infrastructure since they were built. With the advent of Free Primary Education, most parents have withdrawn their support for infrastructure maintenance.

Most of the schools are in a state of disrepair, with leaking roofs and a generally dilapidated state. They do not offer conducive learning environments. There have been cases of land grabbing, annexure, diversion and sale of public land allocated to schools. There is a general confusion of who owns the land and what is the acreage. Generally, many schools do not get regular water supply. The ablution blocks are desolate and even where improvisation has been made, the needs of teachers and learners with special needs have not been taken care of.

Urgent remedial action is required that will ensure adequate and sustainable teaching and learning resources in public schools. There is need to provide to cater for learners with special needs. The following critical elements are identified for a sustainable school:

1. Adequate land2. Defined school boundary3. Classrooms4. Power supply5. Water and sanitation6. Administration facilities 7. Library and laboratories8. Sports and recreation facilities9. Dining hall and other auxiliary facilities10. Assembly area

Most schools, especially in the informal settlements do not have these facilities. Additionally schools should open up some of these facilities to the community especially after class hours and during holidays in order to foster ownership.

3.9 Leadership in Schools

Students play a significant role in the management and protection of the school property. Students protect the school from vandalism. If a strong sense of ownership and engagement is cultivated, pupils and students often play a very important role in protecting the school property from vandalism. This protection stems from surveillance and mere presence.

Students help to bring parents with different perceptions together; despite the diverse backgrounds of school going

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pupils especially in the cosmopolitan areas, differences of opinion and perception are a common occurrence among the parents. However students who through the time spent in school with others from diverse backgrounds help bridge the perception gaps among the parents.

Students help to persuade non-school attending children to return to school. Interactions within the community between school going children and non-school going pupils often occurs especially during off school play times. When this interaction occurs and students exchange information on occurrences and learning experiences at school, the non-school attending ones are often encouraged to attend.

3.10 Community involvement in School Activities

The school is an extension of the home environment and teachers, parents and the general community should work together to ensure that the school is sustainable within the neighborhood. Some schools may not be deriving their enrolment in the immediate neighborhood and an open door policy to the community should be espoused especially as regards the use of school open spaces.How does the community use the school space? Schools contain significant resources that can often be shared with the community. Ranging from open space for community play and recreation on non-school hours to classrooms and sanitation facilities, these resources can help bring the school and community together thus encouraging engagement and a sense of ownership.

3.11 Communication between the School and Stakeholders

Schools have wide ranges of stakeholders. These include the development partners in cases where they aren’t publicly owned, parents, the host community where the school is set, pupils, and teachers. Communication with all these stakeholders is important.

As such, avenues for communication and engagement either through shared resources, parents and teacher interactions as well as engagement of the community by incorporating them in the management structures like BoG help in enhancing the communication.

3.12 The Role of the School in Developing the Neighbourhood

In order to ensure Good School Good neighborhood, schools should involve their alumni in its activities and create forums for motivating the pupils. This is especially important in the slums. In addition the school should:

1. nurture community talents, such as, footballers,

musicians, karatekas2. develop youth character that helps root out

community bad habits, such as, sniffing glue, taking bang etc

3.13 Recommendations from Task Force Report, (NCC, 2014)

The Taskforce on the Improvement of Performance of Public Primary Schools and Transition Rate from Primary to Secondary Education in Nairobi City County was established through a gazette notice on the 25th of February 2014 and inaugurated on 6th March 2014 according to (Nairobi City County, 2014). Even though the recommendations were widely varied based on their terms of reference, the following are critical to the Good Schools Good Neighbourhood Concept:

Recommendations in order to enhance performance of children with special needs in Nairobi City County, the Taskforce hereby recommends the following:

1. Develop partnerships with NGOs and private section to set up fund for provision of adequate learning materials, equipment and assistive devices

2. Establish and equip resource centers in all integrating and special schools and units

3. Engage the TSC on placement of adequate teachers with relevant skills of the target disability

4. Engage KICD and KNEC on proper implementation and evaluation of adapted curriculum for special needs. A case of mentally handicapped curriculum which is ordinarily not evaluated.

5. Leverage / Subsidize the capitation level under FPE for children with special needs.

Recommendations on school Infrastructure in City County of Nairobi.The Taskforce recommends that priority should be given to the following key infrastructure components:

i) Water and sanitationa) Every school should be provided with clean and sufficient water supply at all times.

b) All schools should be provided with adequate sanitation facilities that are easily accessibletolearners, provide for safety and security, promote health and hygiene and comply with the Public Health Act.

II.Roof repair and replacement of asbestos material.

a) All leaking roofs should be immediately repaired.

b) All asbestos roofs should be replaced as this material has been declared a health hazard.

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III.Perimeterwall,guardroomandfiresafetya) Every school should be provided with appropriate fencing of minimum height of 1.8 meters around the school’s land.

b) Every school should be provided with security, the basic minimum being a day and a night guard.

c) Fire extinguishers should be provided at a ratio of at least one for every 150m

IV.Electricity and electrical connections.Every school should be provided with electricity with proper safe electrical connections in accordance with the National Building Regulations.

V. Classroomsa) Every classroom should be adequately and appropriately equipped to cater for all learners including learners with special need;

b) The average classroom space allocated to each student should not be less than 1.5m;

c) Each classroom at pre-primary level should have a maximum of 25 learners

d) Each classroom at primary and secondary level should have a maximum of 40 students.

e) Nurseries and Pre-Units attached to primary schools are neglected hence do not have adequate facilities. They do not receive adequate attention from the school management and hardly get the resources they require. The Taskforce recommends that:

f) All ECD centers should be renovated, upgraded, expanded, appropriately equipped and staffed to enable them to admit and adequately cater for up to 300 children, including learners with disability.

Recommendations on Safety and Security in Schools in Nairobi City County.

The Taskforce recommends the following: 1. The County Government should ensure that all

schools are fenced properly. 2. The County Government should provide security

guards to all the public primary and day nursery schools. The personnel should work under the supervision of the school management.

3. The County Government should scale up the “Good School, Good Neighbourliness” concept using the benchmarks in Ngunyumu Primary in Korogocho.

4. The County Government should ensure the safety of the children walking to school by building safety

walking areas.5. The City County to avail traffic marshals to help

children cross roads on rush hours or as they leave from school.

6. School children should be encouraged to start social clubs within the school that focus on personal and community safety to avoid issues of Pornography, Use of drugs, Respect for environment, Citizenships and National values.

7. The County Government should partner with transport providers to subsidies commuter cost for school-going children in public schools and in an instance where the county government has its own public transport they should provide the children with transport tickets (vouchers).

Recommendations on Public–Private Partnerships and Linkages in Education in Nairobi City County

1. The county should set up a PPP framework to guide future engagements with the private sector in provision of education.

2. The county should develop a policy on handing over and transfer of complimentary and or private schools to the county.

3. The county should consider adopting the ‘Academy School System’ from London where a non-profit

4. organization is allowed to manage both the least performing schools and the privately funded constructed and rehabilitated schools.

5. The county should develop a policy on monetizing land assets through PPPs to generate more revenue for education purposes.

6. The county should develop an ‘adopt a school’ policy for both corporate and neighbourhoods. This will guide effective and sustainable linkages.

3.14 Conclusion

The City County of Nairobi acknowledges the significance of safety, quality of infrastructure as well as public-private partnerships as some of the key issues in ensuring quality education. The issues of children safety are closely linked with the recommendations made on the Ngunyumu Primary School pilot project in Korogocho that encompasses the Good School Good Neighbourhood Concept. The recommendations also acknowledge the need for safety outside the school compound through among other things proposing safety on routes to and from schools, safe crossing points and social activities that aid in avoiding crime and violence in general.

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Chapter Four44. NGUNYUMU PRIMARY SCHOOL PILOT CASE STUDY4.1 Introduction

The peculiar circumstance of Ngunyumu Primary School, make it a unique case study to pilot this model in Nairobi. It has been used here to demonstrate how difficult circumstances can be turned around through concerted efforts of stakeholders within the community.

Section One: Background Information

4.2 Setting

Korogocho is an Informal Settlements situated in Nairobi, 11kms from the Central Business District. Korogocho Houses between 100,000 - 120,000 people on 1.5 km2 of land owned by the government of Kenya (UN-HABITAT, 2012). The informal settlement exhibits high levels of insecurity, poor sanitation and poverty. High densities, congestion and high unemployment characterize the area. A scarcity of accessible and potable water remains one of the most urgent problems in Korogocho, in addition to inadequate or absent infrastructure, education, electricity and community space for people. This area has high rate of school dropout, teenage pregnancies, drug/substance use/abuse and domestic and communal violence. Korogocho consists of eight villages: Grogan A, Grogan B, Korogocho A, Korogocho B, Highridge, Gitathuru, Kisumu Ndogo and Nyayo.

However Korogocho is currently undergoing restructuring through slum upgrading programme with funding support from the Kenya-Italy debt swap- UN-HABITAT technical assistance. The need for interventions in public and non-formal schools in informal settlements prompted the City County to launch the safe school, safe neighbourhood project. This links public and non-formal schools thus putting schools at the centre of safe communities.

Other interventions implemented have included: a foot-bridge, a community office and a network of streets through the area. The planning process of the Korogocho

Slum Upgrading Programme (KSUP) has examined the possibilities of using integrated participatory planning steps as a resilient slum upgrading method.

Ngunyumu Primary school is located at the centre of Korogocho Informal Settlement (Map 4.1). It is served by major access roads and immediately neighbors residential and commercial areas as well as an abandoned quarry and the sprawling Dandora dumpsite across the river. It was identified as a public school where the safer schools flagship projects can piloted due to the effects of post-election violence in Korogocho. The schools physical infrastructures were vandalized, and hence the school enrolment affected and suspicion became evident between community and the school.See: map 4 1: Ngunyumu Primay School in Korogocho Neighbourhood (Source:

Field Survey, 2014)

However, the school has since benefitted from the programme known as “Good School, Good Neighbourhood” that incorporates various activities and demonstrates how community participation can build the social capital and cohesion for sustainable development. Through the programme that is supported by UNHABITAT, the school has undergone major transformation since 2011. The major infrastructural components in the school include classrooms, a borehole and water points, toilet facilities and sporting facilities. See: map 4 2: Ngunyumu Primary School layout (Source: Field Survey,

2014)

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4.3 Objectives

The ultimate goal of the intervention in the school was to achieve an aspiration shared by many residents of Korogocho and that is: To Bring Positive Change to the Community.

The pilot case had the following specific objectives:1. Building of national capacity and frameworks

to support local crime prevention initiatives in collaboration with other national processes and programmes.

2. Consolidating Nairobi capacity for scaling-up and transferring by providing support to the Safer Nairobi Initiative Unit.

3. Establishing successful urban crime prevention initiatives in other counties in Kenya

Section Two: Methodology

4.4 Research design

This is a descriptive type of study. The data comprised of survey, observation of environmental behavior and physical traces. The research sought to collect quantitative and qualitative data. Quantitative data comprised the subjects’ perception of the school space and route used in regards to safety, while qualitative data comprised the characteristics of street that is most used by children. See: figure 4 1: Outline of the Process

4.5 Approach

The study explored 2 key approaches: participatory and case study approaches.

4.5.1 PARTICIPATORY APPROACH

In order to identity, understand and study the residents perception of their county, their priorities for development and their vision for future, a hierarchical system of involvement of all stakeholders was developed and deployed. This system had four tiers of interaction with the stakeholders.

Tier I : Interaction with the residents Tier II : Interactions with Resident Welfare Committees/SocietiesTier III : Interaction with county officials & People’s representativesTier IV : Interaction with Education stakeholders.

Table 4 1: Outline of the Participatory Approach

Tier of Stakeholder Objective of interaction interactionTier I General Public Identification of Priorities and opinion on security vis a vis the pilot Tier II Resident lessons learnt from pilot Welfare Committee Tier III county officials County requirements, & People’s urban governance, Vision representatives and strategiesTier IV Education Finalisation of Vision, stakeholders modalities of implementation

4.5.2 CASE STUDY APPROACH

The Study also took a case study approach which involves a detailed contextual analysis of a limited number of events or conditions and their relationships in order to compare the performance of different elements over a period of time. This study conducted an evaluation of the pilot project implemented by World Vision at Ngunyumu Primary School as well as the recommendations of the of the Participatory Design Thinking report for UN-Habitat Education Partners on Nairobi.

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The case study reviewed the compliance to and performance of the Particularity Design Thinking recommendations, the uptake of the recommendations by the pupils, school administration, other school stakeholders and the community at large. It also looked at emerging issues like safety of the school going children outside school; specifically on their route choices, opinions and justification of those choices.

4.6 Stakeholder mapping and Sampling frame

Stakeholders involved in the education of pupils at Ngunyumu Primary School were taken as the sampling frame. These include pupils, teachers, parents and education officials. Key informants were World Vision, UN-Habitat, Nairobi City County (NCC) Education Department, Safer Cities Initiative, Kenya Institute for Curriculum Development, Ministry of

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Education and Board of Management (Ngunyumu Primary School)

The subjects for the study were chosen through judgmental sampling. The survey took 2 day of the week – 1 weekday and 1 weekend. This was to aid in understanding how the school is used both during the week when the largest population within the space are students and over the weekend when most of the students are not in school.

Within the school, 5 pupils per class were selected from the upper school (i.e. class 5 - 8) and the pupil leadership consisting of the school president, the school deputy president and upper class senators, 5 teachers and the school leadership consisting of head teacher and the deputy, 10 parents who have children in the school and have been parents here since inception of the pilot project. A gender ratio of 1:1 was applied in line with the school population gender ratio. From this a total of 41 respondents were involved in the data collecting.

Pupils’ safety experiences were assessed using mapping techniques. Timeframe was captured by assessing experience both on weekday and weekend. The main focus of these techniques was to establish safety concerns along the routes used to and from school.

Table 4 2: Summary of the Sample Distribution

SN Group Sub groups Number1 Pupils Senior Classes 5-8 20 (4 per Class) Pupil leaders 32 Parents 103 Staff Head teacher 1 Teachers 5 Vocational training 1 teacher Games master 1TOTAL 41

4.7 Data collection techniques

Several data collections techniques were used to collect data. These included:

4.7.1 INTERVIEWS

Both open ended and closed interviews on a one -on- one basis was used to make known certain respondents’ views. This was conducted against a pre-coded list of established questions ordered to gain relevant information regarding their thoughts, feelings, deeds, knowledge, beliefs and expectations.

In-depth interviews was used for teachers and persons involved in the pilot case. An interview guide was used and

the various responses from them recorded (see attached appendix). The questions were tailored to be open ended and encourage explanation in order to gain an in-depth understanding of the thematic areas.

4.7.2 QUESTIONNAIRES

Administered Questionnaire – This method was used in collecting data from all the key respondents. It was selected to ensure a higher return rate of the questionnaires. It entailed the issuance of questionnaires by a researcher and supervising the filling of the questionnaire for purposes of clarifying any terminologies and expectations of the survey.

Plate 4 1: Pupils filling Questionnaires under the guidance of the researchers

Plate 4 2: Teachers filling questionnaires under the guidance of the researchers

4.7.3 OBSERVATION

Observation method was used in obtaining data on spatial and environmental characteristics of the school. This employed the use of an observation checklist to guide parameters to be observed and how to record the observation. The observation method was critical in identifying characteristics of space and elements within the school as well as the routes used by pupils to school. It also employed trace mapping in recording and deducting some of the environmental and spatial characteristics which could be traces of other activities. Observation of the spaces followed the 2 days sampling i.e. both weekday and weekend observations.

4.7.4 PHOTOGRAPHY AND SKETCHING

Photographs were taken at the beginning of the research to give an initial overview of what was to be investigated. Photography and sketching were also employed in recording some of the spatial and environmental characteristics as well as the survey process.

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4.7.5 MAPPING

Mapping was carried out among the students and teachers to determine their most preferred routes to school as well as the characteristics of elements that either make those routes desirable or non-desirable. The students and teacher taken through a map of the neighbourhood which indicated the key landmarks (Map 4.3). They were then asked a series of questions as indicated in the appendix.

4.7.6 FOCUSED GROUP DISCUSSION

This session was planned to come in two main stages: in the initial stages before the collection of data and after the administration of questionnaires. In the initial stage, the focused group discussion involved key resource persons engaged in the pilot project like World Vision and other partners in the GSGN project like UN-Habitat and the Nairobi County Government. Its purpose was the interrogation of the prepared data collection tools as well as the key issues to be established in the Case Study. After the administration of the data collection tools, its purpose was to seek further clarification of emerging issues which was briefly identified by the researchers from the filled questionnaires.

4.7.7 STAKEHOLDER WORKSHOP

A Stakeholder workshop was organized that brought together representatives from the Nairobi City County, World Vision and the UN-Habitat, Education Officers in Nairobi County as well as the Consultants. This forum

was aimed at obtaining information about experiences on challenges of managing Schools within contexts of neighbourhoods. It took place inform of presentations from the consultants and the project Partners followed by discussion and feedback from participants. The Data collected from this discussion was useful in shaping the outcome of this handbook. Participants effectively addressed various challenges and further provided possible recommendations. They further brought to the fore gaps that needed to be dealt with in order to come up with an effective handbook on Good School Good Neighbourhood.

4.8 Triangulation

In order to confirm the multifaceted issues of the case study, triangulation method was adopted. Data from the school and community through interviews and questionnaires

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as well as direct observation were used as corroborating evidence for the statistical data.

4.9 GSGN Activities at Ngunyumu Primary School

The “Good School, Good Neighborhood” Program, so far has rolled out various activities to demonstrate on how community participation can build the social capital, safety and cohesion for sustainable development.

4.9.1 JOINT ENVIRONMENTAL WASTE MANAGEMENT ACTIVITIES

The project installed pupils toilets, water faucets, water supply, a dining hall as well as waste collection bins.

Plate 4 3: Children participating in community activities

Plate 4 4 : Solid waste bins and water faucets 4.9.2 IMPROVEMENT OF SCHOOL INFRASTRUCTURE

The pilot project envisioned the erection of a school fence, raised planters, connection of electricity and reach out programmes as mechanisms for securing the school grounds and eliminating vandalism of school property.

The improvement of school facilities focused on creation of a classroom as a home, establishment of a resource center, development of a sick bay, erection of a goat pen and establishment of a biogas plant.

Plate 4 5: Water tanks

Plate 4 6 : Southern gate

4.9.3 PARTICIPATORY AND INCLUSIVE LEADERSHIP

The pilot envisioned the participatory and inclusive leadership in the running of the school and management of school resources. Pupils participated in leadership through the election of their pupil leaders with gender representation being a key component. The elected leaders in turn represented the pupils in inclusive school management system which also involved the community through representatives like the BoG and PTA representative drawn from the community.

Plate 4 7: Student leader addressing school assembly

Plate 4 8: School community meeting

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4.9.4 RESOURCE SHARING

Among the resources envisioned by the pilot to be shared included classrooms for activities like adult classes, fields for large group meetings, water, toilet facilities and biogas to be generated from the toilet facilities. These “connectors” between the school and the community help bring the school and the neighbourhood communities together.

4.9.5 TRAINING OF YOUTH ON VARIOUS TALENTS AND LIFE-SKILLS

A football pitch, volleyball and basketball courts, play equipment for the younger pupils as well as an art room were implemented but are at indifferent status. These facilities need to be maintained to ensure effective utilization by the children.

Plate 4 9 : Scout/girl-guides parade

Plate 4 10: Karate class

Plate 4 11 : Child play set of swings and slides

Plate 4 12 : Spaces for informal play activities

4.9.6 USE OF SCHOOL SPACE OVER WEEKEND

Use of the school space and facilities on weekends had a two pronged objective; either to avoid conflict with the school operations and/ enhance surveillance on weekends when the majority of the school population was not present. As such, facilities like the fields and specific classrooms were to be open for use by the community over the weekends. The opening of the school space has helped unlock the potential of children in the community. This opportunity has opened doors for realization of other talents e.g. karate, boxing.

Plate 4 13: Play time in school

Plate 4 14: Adult education over the week-end

4.10 Re-Created the school as community center

School should be re-created as the centre of the community it is embedded in, therefore, influenced by and accountable to the community it serves. Community members should be proud and investment in their school. Members of the community, particularly parents, must be brought on board so that the values children encounter at school are also fostered at home. Other stakeholders and local institutions must be involved and engaged in promoting the vision of the school.

Schools can create opportunities for exposing community members to the school values and use of its spaces. This may take the form of a parent’s day, utilisation of school space for weekend adult learning, an invitation to join school governing bodies or periodic engagements, such as a letter or a meeting that updates the community members on key achievements and developments at the school.

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Recreating the school as a community center envisioned activities like singing, computer studies, vocational training, art center, meeting spaces and entrances.

Singing / music playing – the existing opportunity to join a singing activity is a long walk away and takes place at times where walking back and forth is dangerous for Korogocho women and girls to join (6:00 pm – 7:30 pm). This is currently taking place albeit with challenges. It is mainly been undertaken by pupils on weekends as opposed to the general community however the sustenance of the programme is a challenge especially as concerns getting music and musical instrument playing turtors or trainer since most are volunteers and leave after a while.

Computer learning services and adult education – to disseminate computer literacy among Korogocho community members as a capacity building tool with the potential for increasing income. Adult education is currently taking place also on weekends.

Vocational training – for those children who have not joined or have not stayed in school including the garbage picking children and gang members.

Landmark: Art, culture and entertainment center – A multi-storey building (Ground Floor +2 max.) that can house the different art, music, song related activities (hip hop, playing instruments… etc.) as well as cultural events that would accommodate multiple identities of different community groups within Korogocho at different times. This building is proposed to replace the current pupils’ toilet building in order to be near the school kitchen and dining facilities and to be visible from many parts in Korogocho especially the areas around the Western and Southern edges of the school where public space is more under the control of gang youth.

1. This building/activity can serve as a beacon that attracts youth and children, disseminates cultural diversity, spread the sense of safety and becomes the pride of the neighborhood.

2. Art, music and song may be an attractive alternative to gang membership and programs could be developed to provide opportunity for talented and creative youth groups to form within Ngunyumu School.

3. Spaces in that building maybe rented out to celebrate festive occasions, concerts or private parties and become an income source to the school.

Activity Hosting Building – The UNICEF – built building along the Western edge of the school can be used to host diverse activities and community services around the year such as medical caravans, voting centers, immunization hubs, book fairs. etc.Vocational training, arts, culture and entertainment center are not in very active use by the community at the moment

mainly due to lack of equipment and tutors or trainers.

Entrances – current school entrances should be maintained to provide School entrance from the Southern edge and Visitor entrance from the Western edge. Both the Southern and Western entrances are operational however only the main entrance is manned. This poses challenges of surveillance especially on the other entrance and could contribute to insecurity risks.

Consequently, all community used school facilities should be clustered around and easily accessible from the Visitors’ entrance.

4.11 General Progress since the Pilot Project

GSGN pilot project in Ngunyumu Primary School has achieved various results. These include:

4.11.1 SCHOOL AND COMMUNITY INTEGRATION

The school and community integration has taken two main facets: integration in governance and integration in utilization of resources. The integration in governance is built on appointment of BOG members from the community as well as parent involvement through PTA while integration in utilization of resources covers the use of water resources from the school and use of the school compound for adult education and meetings.

Figure 4 3 School and community integration

4.11.2 ATTITUDE CHANGE IN THE COMMUNITY

Attitude change that has enabled the community to see the school as part of it and the resources as shared has also greatly contributed to the community ownership sense.

4.11.3 INCREASED PARENTS’ PARTICIPATION IN SCHOOL MEETINGS

Parents are being be engaged in both the progress of their children through continuous meetings with the teachers

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together with their children as well as on issues to do with the management of the school either through the PTA or directly through meetings.

4.11.4 SAFETY FOR CHILDREN

1. Facilities to be shared by the community should be located and managed in ways that encourage its legitimate use and hence its security.

2. Thoughtfully manage the balance between surveillance and privacy in a bid to enhance safety of the school compound.

3. Ensure essential services such as toilets and confined circulation systems (such as ramps and stairs) are located and designed in secure accessible areas or protected by activity or surveillance.

4.11.5 IMPROVEMENT OF THE ENVIRONMENT / INFRASTRUCTURE WITHIN THE SCHOOL

The environment and infrastructure has greatly improved. These improvements include learning infrastructure (classrooms), sanitation infrastructure (water, water faucets, solid waste bins, toilet facilities), energy infrastructure (electricity) and recreation/play infrastructure (child play areas, soccer fields, basketball and netball fields). These improvements within the school have contributed to a clean and safe learning and playing environment.

4.11.6 GOVERNANCE

The school exhibits a robust structure of participatory governance. This entails both internal structures and external structures. Internal governance structure of the school currently entails the election of student leaders mimicking the structure of the country’s governance which is also very sensitive to gender balance. For example the school president is male while the deputy president is female. External governance structure involves the community through PTA and BOG.

Figure 4 4: Contributors to Good Governance in Ngunyumu

This governance structure has improved the mechanisms for reporting of issues that could otherwise affect safety and security thereby improving the safety situation at Ngunyumu.

4.11.7 RE-STRUCTURING OF THE SPATIAL RELATION BETWEEN THE SCHOOL AND COMMUNITY

1. Opening the school fence to the community.The fence currently serves the purpose of defining the school compound thereby creating a psychological boundary and thus protecting the school property, controlling access points the this making surveillance of who enters and exits easier while still allowing the neighbors to police what is happening within the compound without having to be within the school as shown below.

2. Opening up the routes of movement. The school created an additional entrance on the southern entrance thereby opening up the routes of access. This eases the relation between the school and the community by making defined access easy. It also allows for quick response especially from the neighborhood in cases of emergency as the responders wouldn’t have to go round in order to access the school.

4.11.8 INVOLVEMENT / UTILIZATION OF THE COMMUNITY IN THE SCHOOL SPACE

Adult Classes/ Play. Currently adult education is taking place in one of the classes as shown below. This takes place in the evenings after normal school hours on weekdays and on weekends.

Children play. Children play activities have been enhanced

l as the key issues to be established in the Case Study. After the administration of the data collection tools, its purpose was to seek further clarification of emerging issues which was briefly identified by the researchers from the filled questionnaires.

4.12 Safety actions within the neighbourhood

4.12.1 PREFERRED ROUTES OF MOVEMENT

Since the safety of the school fraternity is closely related to that of the Neighbourhood, the study also sought to find out the safety rating of the routes used by pupils and teachers to and from school. The pupils came from all direction as shown.See: Map 4 4: Frequently used routes used to and from school.

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However the most preferred route was as indicated in the map below. According to the pupils, this route was preferred due to low level of insecurity cases.

Nonetheless, they noted that the route still has challenges of traffic conflict with ‘boda boda’ riders.Routes preference according to the pupils and teachers were based on several issues. Key among them included:

1. Availability of traffic calming devices like road bumps to control the speed of motorized transportation and bicycles.

2. Availability of well-defined sidewalks3. Availability of activity along the routes to encourage

surveillance4. Availability of crosswalks or safe crossing points.

4.12.2 IMPORTANCE OF CONNECTIVITY AND SIGHTLINES

The school should be in a connected neighbourhood, where children can get different route options to school. Well connected neighbourhoods will provide choices and flexibility of route (in the eventuality of a safety issue for the children). An easily-understood structure of the street layout provides good visibility and makes the children feel safe.

4.12.3 SEPARATION OF TRAFFIC ROUTESChildren movement within the neighbourhood should be physically safe and pleasant through provision of separated routes for vehicle and pedestrian. Unobstructed routes to school through the neighborhood will promote safety of children as the go and come from school.

4.12.4 ACTIVITY ON THE ROUTES

Routes with nodes of activities and supportive land-uses encourage people to be out in the street hence providing safety for children. The routes should have active frontages will encourage safe movement because more people are out and about in the neighbourhood and able to provide surveillance.

4.12.5 USE OF MICRO TRAFFIC MANAGEMENT DEVICES IN THE NEIGHBOURHOOD

Use of traffic calming devices in the school precincts promote safely for the children. These devices ensure other road users are warned and therefore they take precaution as the move within the neighborhood of a school.

4.13 Outcomes of Implementation of GSGN

1. Reduced vandalism2. Community has embraced school3. Unlocking the potential of many children in the

vulnerable community4. Given opportunity to the children 5. Positive change of attitude in school and

neighbourhood6. Improved relationship between pupils and their

teachers7. Good working environment for teachers and

students8. Establishment of a great sense of ownership

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4.14 Process of Success Used at Ngunyumu

The process of success was secured by the critical contributions of UN-Habitat, World Vision, City County of Nairobi, the local community and the school as follows:i. Role of NGO (World Vision)

a. Bringing participants together through discussion forums and GSGN implementation activitiesb. Monitoring Evaluation and documenting the implementation process to ensure lessons are learnt through appointed technical consultants.c. Provision of resources for the implementation of GSGN

ii. Role of UN-Habitata. Offering technical direction on issues that constitute GSGN

iii. Role City County of Nairobia. Provision of information related to operation of schools within neighbourhoods.b. Facilitating County Educators to participate in GSGN forumsc. Ensuring GSGN best practices are considered in planning of the city

iv. Role of local communitya. Encouraging their children to participate in positive activities within the school, such as tree planting, cleaning, cultural activities, games and sportsb. Presenting their opinions through their leadersc. Donation of local labour for the implementation of the program

v. Role of The Schoola. Welcoming attitude towards GSGN partnersb. Teachers support of GSGN activities beyond their normal dutiesc. Hosting community forumsd. Identify and prioritise concerns e. Provision of School facilities for implementation of GSGNf. Giving localized solutions to the unique situations

4.15 Pillars and Foundation for GSGN Model

Good Neighbourhood:We are unsafe because of a fragile social system. A person who commits crime is a reflection of the cracks in our society and failure of the same to love and nurture our children. When we take collective responsibility for rebuilding our social system to mitigate the ravages of the social engineering of the past. Safety will be achieved through a focus on local contexts, local needs and local systems that inform national

strategies Elements that together represents a functional system to deliver safety at local level – Visioning of what the neighbourhood desires to look like if safety is addressed.

Good School:A good school creates experiences, environments and relationships that enable children to thrive and discover their full potential. A good school is led by visionary teachers who appreciate that education goes beyond what happens in the classroom. It is led by individuals who have a vision for a better society and understand a school’s role in influencing the values permeating their community. A good school recognises that children’s cognitive development is dependent on an enabling social and ethical environment at the school.

GSGN Model is anchored on the following pillars:

1. Governance – Schools governance (Participatory governance within the school, where children are involved in decision making; Empowering the School management committee (Leaders to have a changed worldview of the role schools can play as safe centres in community/neighbourhoods); Involvement of the neighbourhood in school management ; Strengthening school governance - Creating Accountable Governance at the School

2. Management - The importance of community connections with schools to improve safety of children in urban neighbourhoods cannot be overemphasized. Multipronged approach that will involve mobilization of the entire community is needed if this model is to achieve the desired change.

3. Participatory Planning - Crime prevention through environmental design safety audit identifies the safety issues and concerns of a community within a specific area. - A local community group, local authority or the police can facilitate a CPTED safety audit. The CPTED safety audit involves asking community user groups about their feelings on safety when they are moving around a site, finding out what contributes to these feelings and asking what changes they would like to improve their safety in these places. This encourages a subjective interpretation of the environment from all users, including women, youth, elderly and people with disabilities. The key steps are making contact with all community users, conducting the CPTED safety audit, developing a summary of issues and recommendations and undertaking discussions with people, such as the local council, who can provide design guidance, advice and solutions. The Participatory Design Thinking Process swiftly builds upon the outcome of the visioning exercise to translate the associations established between

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elements of “what it looks like when its fixed” into the language of design objectives and design criteria

Figure 4 5: Good school good neighbourhood pillars

4.16 Conclusion

Most of the pilot project action points as well as the Participatory Design Workshop on Ngunyumu like the improvement of infrastructure, environmental waste management activities, resource sharing and participatory leadership have been successful implemented. However some like the erection of a biogas generation unit have not been implemented yet. Re-creation of the school as a community center has also achieved some milestones like the use of the school facilities by the community for meetings, classes and sports. As such, the project has achieved school-community integration, improved child safety, improved environment and infrastructure and improved governance.

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5.1 Introduction

The School draws its learners from the community. Communities on the other hand rely on the school as a center to bring positive impact through the education of its young people and in some instances adults. It is thus important to appreciate this relationship and have a mechanism to ensure schools impact positively on the community and vise-versa. Following the discussion in Chapter 2, the existing law and policy that address the concept of Good School Good Neighbourhood can be relied upon to provide guidelines on the process of cultivating and managing School-Community linkages. A range of measures are discussed in this chapter concerning the effectively achieving Good Schools Good Neighbourhoods through development plans, support policies, communication, school to school dialogue and inclusive partnerships and linkages

5.2 Development plans

The Integrated Urban Development Master Plan for the City of Nairobi (NIUPLAN) has the objective to develop concepts for implementation of urban development projects for sustainable urban development and improvement of living conditions based on integrated urban development plan for Nairobi city. In the development of sectoral development plans, it will be significant to develop an Education Master plan of the Nairobi City County.

In the development of comprehensive local plans, an educational plan must be produced as a special sectorial area. This plan should provide for designs of safe routes that provide connectivity to schools within the city by the application of the philosophical concept of Crime Prevention through Environmental Design (CPTED)

5.3 Support policies

For the lessons learnt from this GSGN approach to be meaningful to the education system, several provisions need to be added or amended in law to make the approach a recognized guideline if safety is to be enhanced. These would include:

1. A negotiated provision should be made in the development plans that ensures that the school is central to planning of neighbourhood

2. The developed GSGN guidelines should be used in conjunction with other safety guidelines in promoting

children safety and ensure that community feels proud of the schools within their neighbourhood.

3. The county should provide guidelines on the co-sharing of school physical space with the community.

4. The NCC policy on education should take account of links between children safety and the physical environment in which they learn.

5. Localised development plans should strive to reduce existing and future opportunities that hamper safety in the neighbourhoods through appropriate planning and design measures.

6. Public schools should develop measures to prevent the misuse of school shared spaces.

7. The curriculum should incorporate civic lessons that enlighten students on safe environments.

8. The county government should design safety strategies, where appropriate, to protect children in socially marginalized neighbourhoods, who are vulnerable to unsafe environments.

9. The NCC Government and non-governmental support agencies should cooperate more in matters of safety.

10. Schools should form safety committees that should be composed of stakeholders including local county education officials, local security apparatus, community members, parents, school leadership and the youth. This committee should periodically conduct safety audit, developing a local strategy and implement it. They should also monitor progress.

11. NCC should have an action plan to rehabilitate decayed urban spaces more in informal settlements.

5.4 Communication

There are various stakeholders involved in the GSGN as already identified. It is therefore important that there is enhanced communication among stakeholders such as the County government, security authorities and neighborhood associations in order to enable synchrony of efforts towards GSGN. Communication should also be strengthened within the City County among departments concerned mainly with education, planning, health, and environment and others. Communication should also be aimed at creating awareness among stakeholders.

Chapter Five55. ANCHORING GSGN IN LEGAL AND POLICY PROVISIONS

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5.5 School to school dialogue

Different Schools have different experiences and challenges in time and space. Therefore priorities may vary among schools on the implementation of aspects of GSGN. A framework on sharing information between schools on a regular basis is required to enable schools to gain from experiences from each other on GSGN best practices and ensure implementation is in harmony among schools.

5.6 Inclusive partnerships and linkages

Meaningful relationships between organisations are important in focusing resources for a common beneficial course. These could be Government departments, agencies, Non-Governmental organisations as well as institutions. Such relationships can bring a wide range of benefits in achieving and surpassing their objectives. For example, Good school, good neighborhood safety approach was launched in 2011through an initiative of the Nairobi City County, Kenya Informal Settlements Improvement Project (KISIP) and UN-Habitat. The project was piloted at Ngunyumu Primary School in Korogocho informal settlement with the aim of building of capacity and frameworks to support local crime prevention initiatives in collaboration with other community processes and programmes, consolidating capacity for scaling-up and transferring by providing support to the Safer Nairobi Initiative Unit and establishing successful urban crime prevention initiatives in other counties in Kenya.

5.7 Sustainability

Head teachers are key players and are at the center of GSGN. They therefore need to be trained and empowered to implement GSGN. In addition, the training manual on GSGN should be incorporated in ECD training in order to inculcate the key principles in teachers and make them conscious during their duties. On the other hand, Stakeholders in GSGN need capacity building in order to enlighten them and secure their full participation.

5.8 GSGN Monitoring and Evaluation Framework

Monitoring and Evaluation framework would be useful to track progress on the commitments and actions set out. The framework should have measurable indicators to show progress and achievements of GSGN. Examples of measurable indicators can include; benefits of GSGN to the school and the community, incidences of crimea nd students excellence among others. Further, engaging stakeholders in Monitoring and evaluation is necessary because having set the vision, priority results and initial parameters for monitoring and evaluation; they are best placed to ensure

that the programmatic initiatives planned would deliver what was intended and the way it was intended.

The Monitoring and Evaluation framework would therefore be important in supporting accountability for what was set to be achieved and to highlight opportunities and challenges for further action in order to realise desirable results

5.9 Conclusion

This handbook has exposed tenets of good school, good neighbourhood relationships. This good relationship is meant not only to ensure children learn in a secure environment but also the community also gets involved to ensure this safe environment.The Case study noted that some of the key elements in enhancing the safety component (school and neighbourhood) in the Good Schools Good Neighbourhood Concept included:

1. Proper spatial organization in the school2. Improved partnership and involvement with the

community3. Enhanced but controlled neighbourhood

accessibility from the school4. Clean learning and playing environment5. Safe movement routes within the neighbourhood

As was amply stated “ … the Good School, Good Neighbourhood Initiative has been interactive, flexible and iterative; adapting to changes and community realities, taking into consideration the voices of parents, children, youth, teachers and other community members, and acknowledging that problem formulation and solution generation is an ongoing process. It has shown to all participant parties that the process of arriving to solutions is as significant as the substantive product” (Shahayeb, Al-helo and Sabry, 2011).

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Brown, T (2008), Design Thinking. Harvard Business Review. Boston: Harvard Business School Publishing Corporation.Department of Education (2014) Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges London Department of EducationFiester, L. (2011). Good Neighbourhoods, Good Schools and Skillmans Strategy of Place-based Change. Detroit: Skillman.Holtmann, B (2009). Safe communities of opportunity: A strategy for a safe South Africa. PhD Dissertation, Unpublished.Ministry of Education.(2008). Safety Standards Manual. Nairobi: Government Printers.Nairobi City County (2014). Taskforce on improvement of performance of public primary schools and transition rate from primary to secondary education in the Nairobi city county. Nairobi: Kenya Literature Bureau.Nairobi City County (2014) Nairobi City County Task Force Report on the Improvement of Performance of Public Primary Schools and Transition Rate from Primary to Secondary Education in the Nairobi City CountyNairobiKenya Literature BureauNaker, D. (2009). What is a Good School? Imagining beyond today to create a better tomorrow. Kampala: Raising Voices.Newman, O. (1972). Defensible space: Crime prevention through urban design, New York: Macmillan.Participatory Design Thinking: Training through Implementation (2011) Cairo Shehayeb ConsultParticipatory Methods Toolkit: A Practitioner's Manual (2003) Online Publication King Baudouin FoundationParticipatory Urban Planning Toolkit based on the Kitale Experience 2008 Nairobi Practical ActionRepublic of Kenya (2014) The Basic Education Act, 2014. Nairobi: Government PrintersRepublic of Kenya. (2010). The Constitution of Kenya. Nairobi: Government Printers.Rosenhead,.J. (1996). "What's the problem? An introduction to problem structuring methods". Interfaces 26(6):117-131Safe Communities of Opportunity: A Strategy for a Safe South Africa 2009 Johannesberg DaVinci InsituteSalvesen, D., & Hervey, P. (2003).Good Schools - Good Neighbourhoods: The Impacts of State and Local School Board Policies. Chapel Hill: Center for Urban and Regional Studies.Shahayeb, D; Al-helo, A and Sabry, S; (2011). Participatory Design Thinking: Training through Implementation. UNDP. (2009) Handbook on Planning, Monitoring and Evaluating for Development Results. New York: UNDP Division of Communication.UN-HABITAT. (2012). Korogocho Streetscapes: Documenting the role and potentials of streets in citywide slum upgrading. Nairobi: UN-HABITAT.UNICEF.(2009). A Practical Guide for Developing Child Friendly Spaces. New York: UNICEF Division of Communication.UNICEF.(2009). Child Friendly Schools Manual. New York: UNICEF Division of Communication.

Bibliographyvi

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AppendicesviiNAIROBI CITY COUNTY:EDUCATION DEPARTMENT DATA ON NAIROBI PUBLIC ECD CENTRES & PRIMARY SCHOOLS AND LOCATIONS S/No. Name Of School Zone Location Dagoretti District1 Mbagathi Road Primary Riruta Kemri Road Off Mbagathi Rd2 Nembu Primary Riruta Muthama - Kikuyu Rd3 Kawangware Primary Riruta Kawangware Near Chiefs Office4 Toi Primary Riruta Joseph Kangethe Rd. Near Winners Chapel5 Riruta Hgm Primary Riruta Naivasha Rd. After Precious Blood Riruta6 Dagoretti Muslim Primary Riruta Dagoretti Muslim - Muthiora Road.7 Kinyanjui Road Primary Riruta Riruta Satellite - Kinyanjui Road8 Joseph Kangethe Primary Riruta Woodley - Before Joseph Kangethe Rd.9 Jamhuri Primary Riruta Ngong Road. Next To University of Nairobi Kenya Science Campus10 Gatina Primary Riruta Kawangware Gatina11 Mutuini Primary Waithaka Dagoretti Market Along Muchugia Rd12 Mukarara Waithaka Waithaka Near Mukarara Pcea Church13 Dagoretti Girls Rehabilitation Waithaka On Boundary Of Kiambu West & Dagoretti District After Muhuri Road Former Route 8714 Dagoretti Special School Waithaka Dagoretti Children Centre Inside The Feed The Children Dagoretti Market15 Kagira Primary Waithaka Waithaka After Ruthimitu Primary School16 Kirigu Primary Waithaka Dagoreti Mutuini17 Ruthimitu Primary Waithaka Ruthimitu 18 Waithaka Special School Waithaka Mutuini - Near Kirigu Primary19 Dr. Muthiora Primary Waithaka Mutuini 20 Gitiba Primary Waithaka Dagoretti Market Before St. Joseph Catholic Church21 Riruta Satellite Primary Riruta Riruta Satellite22 Kabiria Primary School Riruta Off Kabiria Road, Waithaka Location23 Shadrack Kimalel Primary School Riruta Kenyatta Golf Course Ngummo Laini Saba24 Ndurarua Primary Riruta Riruta, Ndurarua Grounds On Kinyanjui Road25 Upper Hill Day Nursery Riruta Upper Hill Area Along Elgon RoadEmbakasi District 26 Umoja Primary Dandora Umoja Estate Phase I Along Moi Drive Road27 Ronald Ngala Primary Dandora Dandora Phase Iv/V28 Ushirika Primary Embakasi Dandora Phase V - Next To Ronald Ngala Primary29 Kariobangi South Primary Dandora Kariobangi South Along Mutarakwa Road30 Tom Mboya Primary Dandora Dandora31 Gituamba Primary Dandora Ruai Sewage32 Peter Kibukosya Primary Dandora Umoja Ii Estate - Site Stage33 Athi Primary Dandora 5Km From Main Kangundo Rd. In Ngundu/Athi Zone34 Ruai Primary Dandora Along Kangundo Rd. At Ruai Shopping Centre35 Jehovah Jireh Primary Dandora Maili Saba36 Ngundu Primary Dandora Kamulu - Ngundu Along Kangundo Rd.37 Unity Primary Kayole Umoja Innercore38 Utawala Academy Kayole Within Administration Police Training College - Embakasi39 Kayole I Primary Kayole Kayole Off Kangundo Road40 Tumaini Primary Kayole Umoja Ii Off Moi Drive41 Our Lady Of Nazareth Primary Kayole Mukuru Kwa Njenga 42 Maua Primary Kayole Kangundo Road - Njiru Cokaa Buruburu Farm43 Visions Primary (Mihang'o) Kayole Mihang'o Location44 Embakasi Garrison Primary Kayole Embakasi Garrison Barracks Compund Along Utawala 45 Mwangaza Primary Kayole Kayole46 Embakasi Primary Kayole Embakasi Village47 Thawabu Primary Kayole Kayole

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S/No. Name Of School Zone LocationEmbakasi District 48 Bondeni Primary Kayole Kayole South Next To Kayole Catholic Church - (Diven Word Parish)49 Komarock Primary Kayole Komarock Estate Oof Spine Road50 Kifaru Primary Kayole Umoja Ii - Moi Drive51 Edelvale Primary Kayole Doonholm Phase V At Jacaranda Estate Round About - Take The Earth Road52 Imara Primary Kayole Kayole Soweto Rd. Opp. Kayole Chief's Office - Mugendi Stage53 Doonholm Primary Kayole Doonholm Estate Nxt. To Rikina Supermarkets54 Busara Primary Dandora Umoja Estate - Moi Drive Road55 A.e.f. Reuben Primary Kayole Off Interprise After Hill-Locks Hotel In Reuben Slums56 Kwa Njenga Primary Kayole Kwa Njenga Ward Off Airport Road at A.A of Kenya Headquarters57 Dandora Primary School Dandora Dandora Phase One, Along Komarock Rd. Opp. Seniors Sch, Adjacent To Total Petrol Station58 Simba Day Nursery Kayole Umoja59 Mugumo Day Nursery Kayole Near Peter Kibukosya Primary School60 Mwangaza Day Nursery Kayole Near Peter Kibukosya Primary School61 Unity Day Nursery Kayole Umoja Innercore62 Umoja I Day Nursery Dandora In Umoja Next To Divison Office Umoja I Estate63 St. Dominic's Primary School Dandora Mwiki64 Kayole North Primary Dandora Kayole North (Matopeni) Area Near Kayole Police Station65 Kangundo Road Pry Dandora Opposite Mama Lucy Kibaki Hospital66 James Gichuru Primary Dandora Dandora Phase Ii 67 Wangu Primary Dandora Phase Ii Opposite Co-Operative Bank On Muigai Kenyatta Rd68 Drumvale Primary Dandora Kamulu Off Kangundo Road, Sir Henry's Drive - Pearl Street69 Njiru Primary Dandora On Your Way To Mwiki Between Njiru Chief's Camp / D.os Office And QuarryKamukunji District 70 Eastleigh Airport Primary Eastleigh 2nd Avenue Off 3Rd St. Next To Maina Wanjigi Secondary71 Muthurwa Primary Bahati Along Sakwa Rd. Next To Kmc72 Uhuru Estate Primary Bahati Uhuru Estate On Uhuru Rd. Next To Uhuru Secondary73 Heshima Road Primary Bahati Ambira Road - Makongeni74 Our Lady Of Mercy Girls Bahati Ambira Rd. Off Jogoo Road Shauri Moyo75 Bahati Uhuru Primary Bahati Heshima Avenue Zembakasi Cresent, Zembakasi Lane76 Kimathi Primary Bahati Kimathi Estate 77 Morrison Primary Bahati Bahati78 Dr. Livingstone Primary Bahati Jerusalem Estate79 Nairobi River Primary Bahati Outering Rd. Estate Off Mumia South Rd.80 New Eastleigh Primary Eastleigh Eastleigh North81 Zawadi Primary Kamukunji Eastleigh Section 3 Near Eastmat No. 4 Bus Stage82 Moi Air Base Primary Eastleigh Kenya Air Force Eastleigh - Nairobi83 Moi Forces Academy Eastleigh Next To Moi Air Base - Juja Road84 St. Teresa's Boys Primary School Eastleigh Eastleigh Section I Within The Catholic Church Near Mlango Kubwa85 Bahati Day Nursery Bahati At Bahati Shopping Centre Next To Uhuru Bahati Primary School86 New Pumwanni Primary Eastleigh Kinyanjui Road - School Is Before The Kariokor Wwii Commonwealth Cemetary87 Buruburu I Primary Bahati Buruburu Phase I Off Mumias Road Next To Orange HouseKasarani District 88 Roysambu Primary Kahawa Zimmerman89 Kahawa Primary Kahawa Kahawa West Next To Farmers Choice Factory90 Kamiti Primary Kahawa Inside Kamiti Prisons91 Kawaha Garrison Primary Kahawa Kahawa Barracks Along Thika Rd.92 Githurai Primary Kahawa Githurai 45 Round About Next To Ncc Stone Market93 Garden Estate Primary Kahawa Off Thika Rd. On Your Way To Widsor94 Kenyatta University Primary Kahawa Inside Kenyatta University Grounds95 Mahiga Primary Kahawa Opp. Kamiti Prison Boundary On Entry To Kahawa West Shopping Centre96 Kiwanja Primary Kahawa Next To Kenyatta University Nyayo Hostels On Kiwanja Rd. Off Kahawa Rd. After Farmaers Choice97 Mararui Primary Kahawa At Mararui Village Next To Thome Estate Off Thika Road98 Njathaini Primary Kahawa Ngomongo Opp. Police Station Off Kamiti Road99 Ngunyumu Primary Ruaraka Korogocho Slums-Ngomongo100 Mathare 4A Primary Ruaraka Mathare 4A Village101 Thika Road Primary Ruaraka Between N.y.s. & Kenya College Off Thika Rd.

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S/No. Name Of School Zone LocationKasarani District 102 G.s.u. Primary Ruaraka G.s.u. Head Quarters Ruaraka Camp Thika Rd.103 Daniel Comboni Primary Ruaraka Korogocho104 Muthaiga Primary Ruaraka Thika Road Opp. Mathari Hospital105 Marura Primary Ruaraka Kariobangi North Near The Kariobangi Market106 M.m. Chandaria Primary Ruaraka Baba Dogo107 Kasarani Primary Kahawa Kasarani Mwiki Rd. Opp. Warren Enterprises Ltd.108 Kariobangi North Primary Ruaraka Kariobangi North Near City Council Market109 Murema Primary Kahawa Kasarani - Hunters110 Mathare North Primary School Ruaraka Mathare North Area Ii111 Baba Dogo Primary School Kasarani Ruaraka Along Baba Dogo Road, Opposite Premeir Food Industries112 Drive-In Primary School Ruaraka Mathare North Near Ruaraka High School113 Treeside Special School Kasarani Kahawa Mwiki On Your Way To Stadia HotelLang’ata District 114 Karen 'C' Primary Karen Along Langata Rd.115 Ngong Forest Primary Karen Ngong Road Within Ngong Forest Opp. Lenana School116 St. Mary's Karen Primary Karen Karen Shopping Centre Along Langata Rd.117 Ayany Primary Karen Sarang'ombe Ward118 Langata Road Primary Nairobi West Along Langata Rd.119 Raila Education Centre Karen Kisumu Ndogo Area Along Railway Line Next To Raila Educational Center 120 Ngei Primary Nairobi West Kitengela Rd. Mugumu121 Kongoni Primary Nairobi West South 'C' 122 Langata West Primary Nairobi West Otiende Shopping Centre Next To Langata Health Centre123 Uhuru Gardens Primary Nairobi West Langata Rd. Off Kitengela Road124 Madaraka Primary School Nairobi West In Madaraka Estate125 Olympic Primary Karen Kibera Slums, Sarang'ombe Next To Railway Line126 Langata Barracks Primary Nairobi West Inside The Langata Barracks Millatry Camp127 Kibera Primary Karen Kibera Drive - Karanja Road128 Nairobi West Day Nusery Nairobi West Nairobi West Shopping Centre Next To Uchumi Supermarket - South 'B'Makadara District 129 Rabai Road Primary Buruburu Rabai Rd. Opp. Metropolitan Hospital Jericho Market130 Baraka Primary Buruburu Btw. Buruburu Phase V & Iii Mumias Rd. Near Blessed Sacrament Catholic Church131 Harambee Primary Buruburu Harambee Estate Mumbi Rd. Off Rabai Road132 Ofafa Jericho Primary Buruburu Jericho Estate133 St. Michael's Primary Buruburu Along Nile Road Off Jogoo Rd.134 St. Anne's Primary Buruburu Next To Government Quarters Jogoo Rd.135 Dr. Krapf Primary Buruburu Maringo Ofafa Estate Ruaka Street136 Jogoo Road Primary Buruburu Makadara Along Jogoo Road137 St. Paul's Primary Buruburu Mbotela Estate138 Martin Luther Primary Buruburu Makadara Hamza139 Mariakani Primary Viwanda Mariakani Estate South 'B'140 Star Of Hope Lunga Lunga Viwanda Lunga Lunga 141 Joseph Apudo Primary Viwanda Makongeni Railway Quarters142 Makongeni Primary Viwanda Along Jogoo Rd. Within Makongeni Railway Quarters143 Our Lady Of Mercy South 'B' Viwanda South 'B' Near Queen Of Peace Church144 Plainsview Primary Viwanda South 'B'145 St. Elizabeth Lunga Lunga Viwanda Along Lunga Lunga Rd. Near Mareba Company In Lunga Lunga Slum146 St. Bakhita Primary Viwanda Industrial Area - Opp. Express147 Mukuru Primary Viwanda Industrial Area - Kayaba Village148 Nairobi South Primary Viwanda South 'B' Opp. Mariakani Cottage Next To O.l.m. Primary School149 Nile Road Special School Buruburu Maringo Estate Along Nile Rd - On Jogoo Road150 St. John's Primary Viwanda Along Jogoo Rd. Maziwa Stage Opp. Kobil Petrols Station Off Kilima Mbogo Street151 Bidii Primary Buruburu Buruburu Shopping Centre Along Mumias Road152 Kaloleni Primary Viwanda Kaloleni Estate153 St. Patrick's Primary School Buruburu Maringo Estate 200M East Of Makadara D.csOffice154 Tana Day Nursery Buruburu Jericho - Lumumba155 Njoro Close Day Buruburu Jericho Nursery School156 Ofafa Day Nursery Buruburu Maringo 157 Kaloleni Day Nursery Viwanda Kaloleni Estate - Jogoo Road

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S/No. Name Of School Zone LocationMakadara District 158 Mbotela Day Nursery Buruburu Mbotela Estate- Behind The Hall, From Jogoo Road 159 St. Catherine's Primary Viwanda On Dunga Road Near Kenya Institute Of Mass Communication160 Canon Apolo Primary Buruburu On Dunga Road Opposite Mater HospitalStarehe District 161 River Bank Primary Central Gautama Ramesh Rd. In Ngara Off. Murang'a Rd. Btw. Ngara Secondary And Murang'a Rd. Pry.162 Pumwani Primary Central Pumwani Near Muslim Pry. & Pumwani Boys High163 S.s.d. Primary Central City Centre164 Murang'a Road Primary Central Murang'a Rd165 Parklands Primary Central Btw. Forest Rd. & Kolobot Rd. Near Stima Plaza166 Dr. Aggrey Primary Central General Wauringe167 Mathari Primary Central Mathari Mental Hospital168 Ndururuno Primary Juja Road Huruma Kiamaiko Ward169 Ainswoth Street Primary Juja Road Eastleigh Off Muratina Road170 Arya Primary Juja Road Murang'a Rd Off Taita Rd Near Glory Palace Hotel Ngara171 Kiboro Primary Juja Road Along Juja Road172 Ng'ethu Water Works Juja Road Ngethu Treatment Plant173 Racecourse Primary Juja Road Pangani Estate - Athumani Road174 Valley Bridge Primary Juja Road Kiamaiko Next To Sunflower Academy Along Outering Road175 Salama Primary Juja Road Behind Huruma Flats On Huruma Service Road176 Muslim Primary Juja Road Pumwani Area 177 St. Teresa's Girls Primary Juja Road Along Juja Road Opp. St. Teresa's Church178 Islamia Primary Central Pumwani Road Opp. Kamukunji Police Station179 St. Brigids Primary Central Along Gen. Waruinge Rd. Next To Starehe Boys Centre180 Pangani Primary Juja Road Kariokor - Near Pumwani Boys Sec. School181 Huruma Primary Juja Road Huruma Estate Off Juja Road Behind Huruma Flats182 Moi Avenue Primary Central Town Centre -Moi Avenue183 St. Peter Clavers Primary Central Along Racecourse Road Nairobi184 City Primary Juja Road Murang'a Road-Limuru Road Junction, Ngara185 Parkroad Primary Juja Road Racecourse Road - 100M From Pangani Police Station186 C.g.h.u. Primary Central Town Centre - Ronald Ngala Street And Vyoma Street187 Juja Road Primary Juja Road Pangani - Hombe Road188 Pumwani Primary School Central Pumwani189 Central Day Cursery Central City Centre Near Casino Clinic, Nduberi Lane190 Parklands Day Nursery Central Parklands Along Forest Road191 Ngara East Day Nursery Central Parkroad Between Ngara Health Clinic And Railway Quarters192 Starehe Day Nursery Juja Road Kariokor Market To Gikomba Market- Kinyanjui Road193 Ziwani Day Nursery Ziwani Ziwani Estate Opposite Ziwani Ward Office194 Daima Primary Juja Road Near Kenya Assembly Of God Church Huruma Along Juja Road195 Mathare Technical Special Juja Road Along Juja Road After Eastleigh Second Avenue Before Reachinf The Water KioskWestlands District 196 Kabete Vet Lab Primary Kilimani Uthiru Next To Kabete Police Station Opp. St. Joseph Ack Church197 Kihumbuini Primary Kilimani Kangemi198 Nairobi Primary Kilimani Mamlaka Off Nyerere Rd.199 Milimani Primary Kilimani Kilimani On Kirichwa Road200 Lavington Primary School Kilimani Lavington Mugumo Road201 State House Primary Kilimani Kilimani Area Aboretum Road202 Kileleshwa Primary Kilimani Along Mandera Rd. Next To Kileleshwa Police Station Gichuru Rd.203 Muthangari Primary Kilimani James Gichuru Rd. Mbambane Rd Lavington204 New Kihumbuini Primary Kilimani Kangemi Shopping Centre Along Waiyaki Way205 Kilimani Primary Kilimani Kilimani - Arkwing Khodek Road206 Aga Khan Primary Parklands 5Th Parklands Along Limuru Rd. Opp. City Park Hawkers Mkt207 Farasi Lane Primary Parklands Along Lower Kabete Road208 Visa Oshwal Primary - Nairobi Parklands Westlands Mpaka Road209 Bohra Primary School Parklands Westlands Brookeside Drive210 Kabete Rehabilitation School Parklands On Lower Kabete Road 200 Metres After K.i.a. From Nairobi Towards Wangige211 Hospital Hill Primary Parklands Parklands Road212 Highridge Primary Parklands 4Th Parklands Avenue Opp. Diamond Plaza213 Jacaranda Special School Parklands Kileleshwa - Kisii Rd. Off Siaya Rd. Off Othaya Rd Next To Kenton College

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S/No. Name Of School Zone LocationWestlands District 214 North Highridge Primary Parklands 6Th Parklands Near Kesi College215 Muguga Green Primary Parklands Waiyaki Way 216 Westlands Primary Parklands Westlands - School Lane Near Sarit Centre217 Karura Forest Primary Parklands Karurua Forest Head Offices - Kiambu Road218 Cheleta Primary Westlands Runda Estate219 Lower Kabete Primary Parklands Lower Kabete Rd. Next To K.i.a.220 Kangemi Primary Kilimani Kangemi, Gichagi Along Thiong'o Road221 St. George's Primary Kilimani Denis Pritt Road After State House222 Loresho Primary Parklands Loresho Ridge -Kitsuru Ward223 State House Day Nursery Kilimani State House Road, Next To State House Primary School224 Kileleshwa Day Nursery Kilimani Keilelshwa Estate Near Kileleshwa Police Station225 Lady Northey Day Nursery Kilimani Next To Milimani A.i.c. Church Along State House Road

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APPENDIX 1:PUPIL’S MAPPING EXERCISE GUIDECASE STUDY – NGUNYUMU PRIMARY SCHOOLPupil’s Mapping Exercise

Centre for urban studies has been commissioned by World Vision to document the 3-year pilot study on “Good School, Good Neighbourhood Approach” experimented at Ngunyumu Primary School. Lesson learnt here was used to develop a toolkit for replication in public primary schools in Nairobi County.Your contribution in facilitating this study was highly appreciated. All information provided was treated with outmost confidentiality

Instructions:

This exercise was guided by the research team in small workshop that should last about 30 minutes. A large map printout (preferably A1) was pinned up for guidance and similar maps in A3 was provided to each student who was taking part in the exercise. Student s was required to map out the routes they normally use to and from school.Spatial Structure of the Neighbourhood in Relation to the School:

1. From the map provided, the children was asked to draw and mark the route they always use to and from school.2. Children was asked to show on the map the activities that take place along the the route.3. List the major activities that take place on the route4. Which activities do you prefer on the route?5. What challenges do you face on this route?6. What do you recommend that should be done to make the route better?

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APPENDIX 2:PUPIL’S QUESTIONNAIRECASE STUDY – NGUNYUMU PRIMARY SCHOOLPupil questionnaire

Centre for urban studies has been commissioned by World Vision to document the 3-year pilot study on “Good School, Good Neighbourhood Approach” experimented at Ngunyumu Primary School. Lesson learnt here was used to develop a toolkit for replication in public primary schools in Nairobi County.

Your contribution in facilitating this study was highly appreciated. All information provided was treated with outmost confidentiality

Instructions:

Complete the questionnaire honestly and to the best of your knowledge

General information:

Age…………………………………………………………………………..Gender……….Class…………………….

Number of Years at Ngunyumu…………………………………………………………………………………………

What makes you happy with Ngunyumu Primary School? Please list your answers.

1. Governancea) Who among the following makes Ngunyumu a better place for you? Head teacher, Other Teachers, Prefects, Watchman, Parents, Nairobi County Workers, Neighbours around the School, b) While within the school compound, who do you report to when you notice something is wrong?c) Who do you report to while in trouble within the school compound?d) Who do you prefer to be in charge of discipline in the School if Ngunyumu has to become better than what it is now? e) Please give your reason that makes you give the answer in (d) above?f) What do you do when you have a problem on the way home?

2. Utilization of the School Spacea) Where do you like being during school time when you are not in class? Please list your answer below.b) Do you come to school other times when it is not school days or time?c) What do you come to do at school when it is not school time or days? Please list the answers.d) What makes Ngunyumu Compound a good place to spend time in? Please list your answers.e) What makes Ngunyumu Compound a bad place to spend time in? Please list your answers.f) What activities located in the Ngunyumu Compound makes you spend time here?g) What activities located in the Ngunyumu Compound makes you stay away from?h) What activities would you like to be added to the School to make it a better place for you to use?i) What do you think makes the residents around the school like the school and its compound? Please list the answers.j) What activities do you think should be introduced in the school compound to make it a better place for most people in the estate around the school? Please list the answers.k) How does the lighting at the school help the activities at the school?

3. Definition of the School Compound or Boundarya) What do you like about the fence around the school compound? Please list the answers.b) What don’t you like about the fence around the school compound? Please list the answers.c) What do you think makes anybody not steal from the school these days? d) What do you think makes residents around the school and students protect the school?

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e) Why do you think some people will still want to steal from the school?f) Will you prefer a stone fence and why?

4. The School as a catalyst for Community Development and Mentorshipa) Which things does the community benefit from the school? Please list the answers.b) What other activities do you think should be introduced in the school compound to make it a better place for most people in the estate around the school? Please list the answers.c) Why do you think these activities are better located at the School? Please list the answers.d) Can you please name some people who have succeeded in life from benefiting from the School programmes or activities? Which activities helped them to become successful?

Other QuestionsWhen problems are reported to different people, do they get done or sorted out?

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APPENDIX 3:TEACHER’S QUESTIONNAIRE CASE STUDY – NGUNYUMU PRIMARY SCHOOLTeacher questionnaire

Centre for urban studies has been commissioned by World Vision to document the 3-year pilot study on “Good School, Good Neighbourhood Approach” experimented at Ngunyumu Primary School. Lesson learnt here was used to develop a toolkit for replication in public primary schools in Nairobi County.

Your contribution in facilitating this study was highly appreciated. All information provided was treated with outmost confidentiality

Instructions:

Complete the questionnaire honestly and to the best of your knowledge

General information:

Age……………………..Gender…………………………….Class Taught………………………………………….

Number of Years at Ngunyumu………………………………………………………………………………………

1. Spatial Definition of the Neighourhood in relation to the Schoola) How has your route to school changed in the last 4 years?b) On the map provided, indicate the general direction of your residencec) Mark on the map the route you use to and from schoold) Are there any other alternative routes you can use to and from school? (Yes/No)e) If yes, why do you choose the route you use over the othersf) If No to c) above, is there anything you like or dislike about the route you use.

2. Governancea) How has school population and registration rate changed? �Greatly Reduced �Reduced �Unchanged �Increased �Greatly Increasedb) Has the school experienced any trespass cases since the inception of the pilot project? (Yes/No) If Yes, how many cases? How does the school and community collaborate on security matters?c) Have the pupils been victims of any crime within the school compound or in the immediate neighbourhood? (Yes/No) If Yes, name the crimes suffered and how they reported themd) What is the structure for pupils to report out of the ordinary occurrences?e) Do the pupils utilize this structure? (Yes/No)

If No, what do you think are the reasons behind them not using it?f) What is your opinion on how this structure can be improved?g) Do non-parents visit the school (Yes/No) If Yes, for what purposes usually the purpose of visitation?h) What is the access structure on non-parents?i) How are the students involved in the governance of the school and how?j) Has the involvement of the students in the governance of the school improved the way the students look at the school? If yes, please explain how?k) How are the parents involved in the governance of the school and how has it changed their relation with the school?l) How is the area Chief, Assistant Chief, MCA, MP, involved in the governance of the school and how has it changed their relation and that of the neighbouring residents with the school?m) How are the county officials involved in the governance of the school and how has it changed their relation and that of the neighbouring residents with the school?

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3. Utilization of the School Spacea) Name the activities introduced during the pilot projectb) Which of these activities still exist?c) In case some of them no longer exist, what do you think contributed to their demise?d) Please list those activities that have proved to be sustainable or more successful? e) Please also list the reasons why you think these activities have become successful? f) Rate the overall success of the activities introduced during the pilot project �Very Successful � Successful �Not sure �Unsuccessful �Very Unsuccessfulg) In your opinion, what contributed to the success rating above?h) How do you utilize the spaces in the compound other than the prescribed uses and on which days of the week do you use them for this? Space Prescribed Use Other use Days of the Week/Weekend Fields Classrooms Toilets Others (Specify)

i) How does the neighbouring residents use the school compound during the week and on weekends? During the week…………………………………………………………………………………… On weekends………………………………………………………………………………………j) Why do you think the neighbouring residents prefer using the school compound for different activities? Please list the answers.k) Which are the spaces in the school that the pupils like or dislike? In your opinion, why do you think they like/ dislike these spacesl) Suggest more activities you think the neighbourhood residents will prefer to engage in within the school compoundm) How does the utilization of the school space by the residents change the relationship between them and the school?

4. Definition of the School Compound or Boundarya) What do you like about the fence around the school compound? Please list the answers.b) What don’t you like about the fence around the school compound? Please list the answers.c) What do you think makes anybody not steal from the school these days? d) What do you think makes residents around the school and students protect the school?e) Why do you think some people will still want to steal from the school?

5. The School as a catalyst for Community Development and Mentorshipa) Which things does the community around the school benefit from the school? Please list the answers.b) Which things does the school benefit from the community? Please list the answers.c) Which things or infrastructure does the school and community share that brings them together?d) What more activities do you think should be introduced in the school compound to make it a better place for most people in the estate around the school? Please list the answers.e) Why do you think these activities are better located at the School? Please list the answers.f) Can you please name some people who have succeeded in life from benefiting from the School programmes or activities? Which activities helped them to become successful?

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APPENDIX 4:PARENT’S QUESTIONNAIRECASE STUDY – NGUNYUMU PRIMARY SCHOOLParents questionnaire

Centre for urban studies has been commissioned by World Vision to document the 3-year pilot study on “Good School, Good Neighbourhood Approach” experimented at Ngunyumu Primary School. Lesson learnt here was used to develop a toolkit for replication in public primary schools in Nairobi County.

Your contribution in facilitating this study was highly appreciated. All information provided was treated with outmost confidentiality

Instructions:

Complete the questionnaire honestly and to the best of your knowledge

General information:

Age…………………..Gender………………………….Class Taught………………………………………………….

Residence…………………………………………………Number of Years as a Parent at Ngunyumu……………….

1. Spatial Definition of the Neighourhood in relation to the Schoola) On the map provided, indicate the general direction of your residenceb) Mark on the map the route your children use to and from schoolc) Are there any other alternative routes they can use to and from school? (Yes/No)d) If yes, why do you think they choose the route they use over the otherse) If No to c) above, is there anything you like or dislike about the routes they use.

2. Governancea) Does the school involve you in decision making? (Yes/ No) If Yes, how do you participate? If No, how would you wish to be involved?b) Are there any activities that you engage in within the school compound which are not directly related to your child’s education? (Yes/No) If yes, name them If no, what do you wish to engage in?c) Have your children been victims of any crime within the school compound or in the immediate neighbourhood? (Yes/No) If Yes, name the crimes suffered and how they reported themd) What is the structure for the parents to report out of the ordinary occurrences while in school? e) Do you utilize the structure above? (Yes/No) If No, what do you think are the reasons behind them not using the structures?f) What is your opinion on how this reporting structure can be improved?

3. Utilization of Spacea) Name the activities introduced during the pilot projectb) Name the activities which still exist?c) In case some of the no longer exist, what do you think contributed to their demise?d) Rate the overall success of the activities introduced �Very Successful �Successful �Not sure �Unsuccessful �Very Unsuccessfule) In your opinion, what contributed to the success rating above?f) How do you utilize the spaces in the compound other than the prescribed uses and on which days of the week do you use them for this?

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Space Prescribed Use Other use Days of the Week/Weekend Fields Classrooms Toilets Others (Specify)

g) How do the neighborhood residents use the school compound during the week and on weekends? During the week On weekendsh) What is your opinion on the neighbourhood residents using the school compound for different activitiesi) Suggest any other activities you think the neighbourhood residents can engage in within the school compound

4. Eyes in the Schoola) While walking outside the school, can you see within the compound? (Yes/No)If Yes, how far within the compound can you seeIf No, what is it that blocks your view?

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APPENDIX 5:OBSERVATION CHECKLISTCASE STUDY – NGUNYUMU PRIMARY SCHOOLObservation Checklist

1. Spatial Definition of the Neighourhood in relation to the Schoola) Mark the routes used by pupils and teachers both to access the school and within the compoundb) Note the following characteristic of the streets

I. Openings to the street (doors, alleys and windows)II. Level of habitation (activity/ population on the street)III. Nature of activities on the streetIV. Level of cleanlinessV. Width of the street

2. Utilization of Spacea) Availability and rating of activities/Spaces provided during the pilot Space/ Activity Intervention Availability Rating of Status/ Quality Main Space/ Activity Sub Space/ Activity Yes No Very Good Good Average Bad Very Bad

1 Fence 2 Water Points 3 Electricity 4 Sports pitches and courts 5 Play Equipment

Community Oriented Activities/Spaces Availability Rating of Level of Use Yes No Very Heavily Used Heavy Used Average use Minimal use No used

1 Singing/ Music playing 2 Computer learning and adult education 3 Vocational Training 4 Art Center 5 Activity Hosting building 6 Entrance

b) What are the non-standard activities taking place within the school, who is engaging in the activities and when?

SN Non-Standard Activities Participants Days of the Week

c) What are the locations of these activities in relation to the entrances? (Mark on the map)d) What are the activities taking place in the immediate neighbourhood of the school?e) How are the neighborhood inhabitants using the compound? During the week On weekends

3. Eyes in the Schoola) Height of School Perimeter fencing �Below 1m �1m to 1.5m � above 1.5m b) Nature of Transparency of the fencing �Very transparent �Transparent �Opaque

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c) Number of entrances to the school �1 Entrance �2 Entrances �More than 2d) Security at the entrances �Manned entrance �Unm

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City County of Nairobi

GOOD SCHOOL, GOOD NEIGHBOURHOOD HANDBOOK