beyond sciences initiative · 2017-11-21 · kak contents table of introduction ..... 2 the beyond...

KAKUMA PROJECT HANDBOOK

BEYOND SCIENCESINITIATIVE

2 • BEYOND SCIENCES INITIATIVEKAKUMA PROJECT HANDBOOK

CONTENTSTABLE OF

Introduction ....................................................... 2

The Beyond Sciences Initiative ............................ 2

Kakuma refugee camp ......................................... 2

Benefits of mentorship ........................................ 3

Objectives ........................................................... 4

Project Scope ..................................................... 4

Methodology ...................................................... 5Study Area ........................................................... 5

Study Population .................................................. 5

Data collection ..................................................... 5

Data management ............................................... 5

Data analysis ........................................................ 5

Ethical Consideration ........................................... 5

Findings .............................................................. 6

Themes ................................................................ 6

Barriers to Education ........................................... 6

Cultural barriers ................................................... 6

Insecurity ............................................................. 6

Infrastructural barriers .......................................... 6

Human resource barriers ..................................... 6

Girl welfare: ....................................................... 6

HIV Transmission ................................................. 6

HIV Stigma ........................................................... 6

Family planning .................................................... 6

Conclusions ........................................................ 7

Recommendations ............................................ 7

The Beyond Sciences Initiative (BSI) is a not-for-profit consortium composed of scholars and academic institutions from around the globe.

Acknowledgments:We would like to acknowledge all our partners who contributed to the success of the project. Without their support and encouragement this Project would have not been the success it is today. First and foremost we are grateful to the Almighty God who enabled us with strength and courage, even when fear wanted to creep in.

Our sincere appreciation and gratitude to the following:

§ Kenya Medical Women Association - for the valuable contribution towards earning the project more publicity and thus attracting funding for the project. We would like to particularly thank Dr. Christine Sadia (KMWA National Chairperson) for the unswerving dedication and continuous mentorship provided to us throughout the duration of the project.

§ The Beyond Sciences Initiative-Toronto.

§ Faculty and Staff at Moi University College of Health Sciences.

We salute you and urge that you continue giving support to young Kenyans especially women so that we make Kenya and the World a better place to live in.

Ruth Anyango - KMWA Associate

BEYOND SCIENCES INITIATIVE • 3KAKUMA PROJECT HANDBOOK

IntroductionTHE BEYOND SCIENCES INITIATIVEThe Beyond Sciences Initiative (BSI) is a not-for-profit consortium composed of scholars and academic institutions from around the globe. Currently the program is composed of a collaboration involving research and academic institutions from around the world, including Moi University (Kenya), Chernivtsi National University (Ukraine), Ivan Franko National University (Ukraine), National Institute of Immunology (India), Rongai Boys High School (Kenya), Windle Trust (Kenya) and The University of Toronto (Canada), where the concept of BSI was founded. The main objectives of the BSI include:

§ Bridging the gap in access to academic knowledge through global communication

§ Increasing cultural understanding between geographically separate communities

§ Participate in outreach within the local community

The overall objective that the BSI aims to achieve is to empower youth leaders to establish meaningful connections as they work towards having a strong positive impact within their local and global communities.

Mentorship remains an integral focus of the BSI, as the BSI aims to help promote community development and promotion through the establishment of cross-community networks at both a local and global level, that helps allow the sharing of ideas, thoughts and practices.

KAKUMA REFUGEE CAMPKakuma Refugee camp is located in Turkana District in the Northwestern Region of Kenya, Turkana County. The camp was established in 1992 by the United Nations High Commission for Refugees and the Government of Kenya. It occupies more than 12 square kilometers in North Western Kenya and is one of the largest refugee camps in Kenya. Currently, the population stands at 190,822 people with the predominant nationalities being from South-Sudan (49.2%) and Somalia (31.7%). The camp falls under the jurisdiction of the Kenyan government and under the Department of Refugee Affairs. The government works in liaison with humanitarian agencies like the UNHCR assisted by a wide range of organizations. The majority of the population is aged below 17 years (55.5. %) The camp has secondary schools run by humanitarian organizations like Windle Trust Kenya. Windle Trust Kenya is a non-profit humanitarian organization providing education to refugees and needy Kenyans in order to enhance their development towards educational, personal and international peace.

The BSI (Beyond Sciences Initiative) Moi University Chapter undertook project in partnership with Windle Trust Kenya. The aim of the project was to initiate a mentorship program

me in Secondary schools within the camp while identifying barriers to girl child education in the camp. The camp has a total of five secondary schools; 4 day schools and 1 boarding school with enrollment as follows.

SCHOOL BOYS GIRLS TOTAL

Greenlight 1207 (84.8%) 216 (15.2%) 1423

Somali Bantu 966 (83.9%) 187 (16.1%) 1153

Kakuma Secondary 1370 (75.3%) 449 (24.7%) 1819

Vision Secondary 808 (94.4%) 48 (5.6%) 856

Total 4,351 (82.9%) 900 (17.1%) 5251

Morneau Shapell is an exclusive girl secondary school which was established due to the disparity in number of girl enrollment. The school has a total of 342 girls enrolled currently. The secondary schools face many challenges especially due to an influx in the number of asylum seekers in 2014. An assessment done by the Lutheran World Federation has shown that a multitude of barriers exist in schools within the camp. The infrastructure in schools within Kakuma is strained and there are inadequate teachers and staff in the schools. The schools also face lack of teaching and reference materials and equipment. In addition, cultural barriers such as early marriages, female genital mutilation, hinder the children from acquiring an education and cause poor health and disinterest in school more so for the girl child. The camp has a high burden of infectious diseases like HIV/AIDS which hampers education in secondary schools within the camp.

The infrastructure in schools within Kakuma is strained and there are

inadequate teachers and staff in the schools. The schools also face lack of teaching and reference materials and equipment


According to the an article published in the Daily Nation, there is an high enrollment of over age learners within the camp which interferes with the normal process of learning and affects the likelihood of school completion in the camp.

BENEFITS OF MENTORSHIPThe project sought to promote the education of students within the secondary schools by providing mentorship to the students. The barriers that exist to education within the camp are complex and we hoped that mentorship to the students would increase motivation and satisfaction to the students, teachers and the community within Kakuma.

A mentorship programme appeals to be the most appropriate strategy to help overcome some of the challenges in Kakuma. This is because it will help promote intellectual and social development among the children, without necessarily establishing formal concrete educational models or other approaches that may require greater inputs of financial resources that are not necessarily easily at hand.

Some benefits associated with the establishment of the mentorship programme:

§ The programme would help give the children who have been previously isolated and stigmatized an opportunity to engage and connect with individuals who are genuinely concerned for their future.

§ The students at Kakuma would be able to develop a sense of emotional security and hopefully be able to develop attitudes of trust and compassion to those around them, which are integral characteristics needed for proper social development

§ Mentorship will help build self-esteem and rapport for both the mentors and protégés, which are important life skills that are integral for everyone.

§ The mentorship provides an excellent opportunity for the BSI to help promote awareness on how to approach and tackle the social issues and stereotypes associated with refugee children/youth, and help bring out the holistic nature of the community, which can hopefully influence other social initiatives

§ The programme will act as an avenue where the protégés will be able to share their concerns and thoughts at a peer level, which may be much more approachable for sensitive issues, rather than having the same interactions with individuals considered as figures of authority by the children, such as teachers or matrons.

§ Overall, the mentorship programme will thus act as an ample avenue that will help promote interactions between individuals from varying social, cultural and professional domains, which help grow perspectives and approaches to the diversity of society for both groups of individuals involved.

ObjectivesBROAD OBJECTIVE

1To initiate a mentorship program me in Secondary schools within Kakuma Refugee camp.

SPECIFIC OBJECTIVES

1To facilitate academic and motivational talks to students within the high schools in Kakuma.

2To provide health talks and visits to the local community and health service providers within the camp.

3To establish a relationship with local authorities and the community within the camp for annual follow-ups on the

project.

4To experience the life of a refugee high school going student within Kakuma Refugee camp.

5To donate academic books to existing school libraries within the camp

Project Scope

ACTIVITIES

1Health talk: HIV/AIDS, PMTCT, HIV testing, safe sex practices, Chronic/lifestyle, Hygiene, Nutrition, infectious,

sexual

2Strategic visits to health centers within the camp

3Academic/Motivation talks that include admission requirements to university, good study habits

4Skits/games importance of education especially for the girl child

5Movie screenings

6Gender-specific interactions (Marriage, sexual interactions)

7Participation awards


PROJECT ITINERARY

TIME ACTIVITY FACILITATORAugust Friday 5th 20160800hrs -1000hrs • Introductions and meeting the students at Kakuma.

• Listening to the students expectations of the Kakuma visit.Bahati Ernestine

1000hrs-1030hrs Talk: “Life within Kakuma” Ruth Anyango1030hrs-1100hrs Tea Break1100hrs-1300hrs Talk : “Looking Beyond Kakuma” Ruth Anyango

1300hrs-1430hrs Lunch Break 1430hrs-1530hrs Team building activities/Forming groups

1530hrs-1630hrs Football Match. John Jack Omondi1630hrs-1730hrs Analysis of the day’s activities and preparations for 19th Bahati Ernestine

Saturday August 6th 2016

0900hrs-1030hrs “Academic Talk” Everlyne Achieng

1030hrs-1100hrs Tea Break

1100hrs-1130hrs HIV/AIDS HEALTH TALK Nicholas Kisilu

1130hrs-1230hrs Drama play/skit (part one) Ruth Anyango

1230hrs-1300hrs: Analysis of the skit – what did you learn? Nicholas Kisilu

1300hrs-1430hrs Lunch Break

1430 hrs. - 1600hrs. •Experiencing Kakuma.•Volunteering at the clinic, HIV/AIDS Health Talk/ PMTCT/ HIV TESTING.

Joy Obebo

1600hrs-1730 hrs Football Match, Games. Joy Obebo, John Jack

Sunday August 7th 2016

0830hrs-1030hrs Gender specific interactions: HIV/AIDS, Safe sex practices/ PMTCT Ruth Anyango

1030hrs-1100hrs Tea Break

1100hrs-1230hrs Motivation Talk

1230hrs-1330hrs Lunch Break

1330hrs-1430hrs •Awards to the best team.•Presentation of gifts.

Bahati Ernestine

1430hrs-1530hrs Final Vote of Thanks Joy Obebo

Methodology

STUDY AREAKakuma Refugee camp is located in Turkana District if the Northwestern Region of Kenya, Turkana County. Currently, the population stands at 190,822 (32%) people with the majority of the refugees from South-Sudan (49.2%) and Somalia (31.7%). The camp falls under the jurisdiction of the Kenyan government and under the Department of Refugee Affairs. The government works in liaison with humanitarian agencies like the UNHCR assisted by a wide range of organizations.

STUDY POPULATIONThe target population comprised of high-school going students at the Kakuma Refugee camp. The camp has a total of four day secondary schools with an enrolment of 4,350 students, 900 of who are girls (17.1%) and 4,350 (82.9%) boys. Morneau Shapell is an exclusive girl secondary school which was established due to the disparity in number of girl enrollment. The school has a total of 342 girls enrolled currently.

DATA COLLECTIONData was collected in-depth interviews, focused group discussions and observations. The in-depth interviews were conducted after establishing rapport with the respondents. Recruitment of participants was done by visiting the students at the respective schools between 8am to 4pm. A comprehensive introduction and explanation of the details of the study was done by the researchers before obtaining informed consent from the participants. The interviews were conducted for two days. The responses were recorded in an audio device.


Questions asked to obtain data on demographics included Age, Nationality, Religion, Level of Education and marital status Questions asked to assess the barriers to their education included:

1 How long have you been in high-school?

2 Do you have any challenges that prevent you from achieving your education? If so, please explain some of them?

3 What can be done to address the challenges that you face?

4 Is there an adequate supply of sanitary pads within the schools?

5 If not, how does that affect your education?

Questions asked to assess the knowledge of HIV/AIDS and Family planning methods included:

1 How is HIV/AIDS transmitted from one person to another?

2 Are people who have been diagnosed with HIV/AIDS stigmatized in any way?

3 How does Stigma affect people who have been diagnosed and those who have not been diagnosed?

4 What is the role of Anti-Retroviral drugs in managing HIV/AIDS?

5 What are the various methods of family planning you know of?

6 What is the importance of family planning?

DATA MANAGEMENTData was collected and stored in a password protected computer where only the researchers could obtain the data. The data was further backed up onto a hard-disk.

DATA ANALYSISThe student’s responses were played and analyzed independently by three researchers. The responses were further categorized into themes and discussed as such.

ETHICAL CONSIDERATIONEthical consideration was sought from Institute of Research and Ethics Committee (IREC) and from Windle Trust Kenya together with the Schools administration. A comprehensive explanation was given to all the participants of the study before obtaining their informed consent. Confidentiality was maintained by the used of audio recordings and not audio-visual to prevent disclosure. There was no material compensation given to the participants of the study and they were allowed to withdraw at any time. There was no major anticipated risk other than psychological invasion of the participants. The results of this study shall be published in a thesis which will be available at the Moi University School of Medicine (MUSOM) library. It will also be published in a reputable journal and presented in professional conferences and seminars.

FindingsDEMOGRAPHIC FINDINGSA total of fifteen girls were interviewed. The ages of the girls raged between 17-22 years. All of them were single.

NATIONALITY SCHOOL

South Sudanese 12 (80%)

Somali3 (20%)

Morneau Shapell 11 (73%)

Kakuma Day4 (17%)

RELIGION

Christian 12 (80%)

Muslim3 (20%)

THEMESBarriers to Education:Cultural barriers: Cultural factors play a significant role in the camp. Many girls are subjected to early marriages and once married, cannot pursue their education due to the new responsibilities as a wife and a mother. Also, the community at the camp have a disregard for girls’ education. The girl child “is not good enough for school” said one respondent. As a result, many of them are not motivated to go pursue their education. Furthermore, those who try have to beat all odds to attain an education.

Another student responded and said that discrimination was worse particularly among the Somali and Muslim community. There is a higher value placed on educating boys and men while girls’ education is totally disregarded. One girl said that “girls do not have a voice and are thought to be only good for house chores”.

Insecurity: Many of the homes in Kakuma are child-headed homes and as such, many of the students lack a good social support system. This makes the girls very vulnerable and cases of rape have been reported in the camp. The high-level of insecurity particularly in some areas in the camp confines the girls making them unable to move freely because of fear. Once raped, the girls undergo a lot of psychological stress and trauma and are unable to properly focus on their education.

Another respondent said that “big brothers also beat you up if you do not do your chores or take care of the house”. Students also faced violence from their older siblings if they did not fulfill their responsibilities at home; more so in the child headed homes where the male child assumes the leadership position.

Infrastructural barriers: Most of the schools in Kakuma are day schools with a remarkable disparity in girl enrollment. Majority of the respondents said they would have wanted to be admitted into the girl’s boarding school but could not due to limited spaces available in the boarding schools. Therefore, they opt to enroll in the day schools where they are not shielded from the challenges they face in the camp. Another respondent said that they were not enough “text-books and mathematical sets so I am not able to read or do


our assignments well.” In addition, a student explained that “there is no electricity in the school and you cannot read at night or early in the morning.”

Beyond classrooms, most schools do not have enough latrines and other sanitation facilities in general.

Human resource barriers: The enrollment of students in the school far exceeds the number of teachers employed by the various schools within the camp. Most of the teachers are former students who volunteer to teach and spend their time in schools in the camp. Furthermore, the girls’ do not have the much needed role models in the camp. “There is not enough female teachers in the school administration,” said one of the students interviewed. Another respondent added “female teachers will understand us better, but they are not many.” A lack of female role models caused many girls to get de-motivated and therefore drop-out.

Girl welfare: Many of our respondents said that there was an inadequate supply of sanitary pads in schools in the camp. Some of the students were forced to stay home for an average of 4-7 days due to fear of shame and ridicule from their male counterparts. Consequently, the girls had irregular class attendances impacting negatively on their education.

HIV Transmission: Some respondents thought that HIV/AIDS was transmitted by physical contact with an infected person. Another student said that “HIV/AIDS is air-borne and can be transmitted by inhaling it”. The students did not understand the role of Prevention of Mother to Child Transmission (PMTCT). One respondent said that “if I am pregnant, then my child will automatically get AIDS”.

HIV Stigma: There is a lot if stigma associated with HIV/AIDS in the camp. Most of the students said they would not want to get tested or take medications because “people will shun you if they know you have HIV/AIDS”. The stigma prevents proper health seeking behavior and HIV/AIDS testing in the camp.

Family planning: Most of the students only knew the use of injectables (Depo) or pills as a method of family planning. The students explained that the role of family planning was to prevent unwanted pregnancies and some thought that the use of pills and injectables could also prevent them from acquiring HIV/AIDS.

Conclusions § There are many related challenges facing girl child education in the camp. These challenges markedly hinder the girl child from completing their secondary school education.

§ There is a significant knowledge gap on HIV/AIDS and Family planning among girls within the camp.

RecommendationsMore educational facilities and educational material: There is a need to provide the needed educational material like books, mathematical sets, desks to address the shortage of these in the schools. The existing classrooms are congested and some classrooms need re-construction and renovations. The use of temporary structures or community spaces can be explored to reduce the congestion in the schools. Electricity sources such as solar power are reliable in the camp due to the hot and dry climate experienced during the better part of the year. Alternative, renewable sources of energy should be used to provide the much- needed electricity to the students.

Increased support for existing mentorship programmes: Mentorship programmes should be supported because it is the most appropriate strategy to promote intellectual and social development among the students, without requiring greater inputs of financial resources that are not necessarily easily at hand. Peer to peer mentorship programmes will act as ample avenues to collectively increase motivation and satisfaction among students and teachers in the camp.


Girl child protection: Vulnerable girls should be identified and linked up with child protection services in the camp. The girls should be sheltered in safe houses and given priority to join boarding schools. Also, child protection services should work closely with schools to educate the students on their rights, increase awareness on insecurity in the camp and provide the students with options in case of rape or violence.

Increased supply of sanitary pads to girls in the camp: The use re-usable sanitary pads should be considered especially due to the high levels of poverty in the camp. This will go a long way in ensuring the girls have an adequate sanitary pads every year. Re-usable pads are comparatively cheaper and more sustainable over time.

Teachers should be trained and supported to increase their motivation and to strengthen their retention in the schools. There should be more deliberate efforts to engage

BEYOND SCIENCES INITIATIVEMOI UNIVERSITY CHAPTERP.O BOX 4606-30100 Eldoret, Kenya.Website: (www.beyondsciences.org )

more women teachers and place them in positions of authority in the school administration. The use of sustainable mentorship programmes will also complement efforts to increase overall teacher motivation and satisfaction.

HIV and Family Planning education in schools: HIV/AIDS should be taught more in schools. Knowledge of transmission, prevention and the role of family planning should form an integral part of the curriculum in schools. The use of mobile technology where students could help the students obtain information from their peers who are not necessarily within the camp.

Community education: Community workers in the camp should be used to organize health talks and community meetings to increase HIV/AIDS and Family planning awareness in the camp. The use of mentorship programmes can help ongoing efforts of community education in the camp.

KEY STAKEHOLDERS

CLIENT Schools in Kakuma Refugee camp supported by Windle Trust Kenya

SPONSOR Well-wishers, Organizations

PROJECT MANAGERS Ruth Anyango (BSI Chairperson), Bahati Ernestine

PROJECT EVALUATION

GOAL EVALUATION

To initiate a mentorship programme in Secondary schools within Kakuma refugee camp

•Student/ community participation•Student/community satisfaction• Future Invitations or follow-up visits• Increased awareness on health, social and educational challenges in the camp

To promote educational, health and personal education to students within the camp

• Increased awareness or level of knowledge• Level of student participation/ engagement

To establish a relationship with local authorities and the community in Kakuma

Level of community participation in the activities

To participate in health talks and visits to the local community and health care service providers

• Increased level of knowledge on health issues•Proper health seeking behavior

beyond sciences initiative · 2017-11-21 · kak contents table of introduction ..... 2 the beyond...

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