Operation Come to School: Transforming Education in Nairobi’s Informal Settlements

Operation Come to School: Transforming Education in Nairobi’s Informal Settlements

Education is a fundamental human right, yet millions of children worldwide remain out of school due to various socio-economic challenges. In Nairobi County, Kenya, the “Operation Come to School” (OCTS) project, implemented by Women Educational Researchers of Kenya (WERK) and funded by Educate a Child (EAC) through UNICEF, has made significant strides in addressing this issue. This program aims to bring 40,000 out-of-school children back to school and ensure their retention and successful transition from primary to secondary education.

Background and Objectives

The OCTS project was initiated in response to the alarming statistics from the 2009 Kenya Household Population Census, which estimated that 1.9 million primary school-aged children (6-13 years) and 2.7 million secondary school-aged children (14-17 years) were out of school. Various barriers contribute to this situation, including economic constraints, gender disparities, inadequate school facilities, and socio-cultural factors.

The primary objective of OCTS is to provide marginalized children, particularly those in Nairobi’s informal settlements, with access to quality education. By targeting 350 public primary schools and selected Alternative Provision of Basic Education and Training (APBET) institutions across eight sub-counties, the program aligns with Kenya’s Vision 2030, the National Education Sector Plan, and the Basic Education Act of 2013, which emphasize the right to free and compulsory basic education for every child.

Key Strategies and Interventions

1. Community and Stakeholder Engagement: OCTS focused on building the capacity of community members, education officials, school boards, and children to drive sustained enrollment and attendance campaigns. This grassroots approach ensured that the initiative was well-supported and culturally relevant.
2. Provision of Educational Resources: The project distributed “back to school” kits to needy children, which included essential supplies such as books, uniforms, and stationery. Additionally, partial scholarships were provided to selected students to alleviate the financial burden on their families.
3. Improving School Infrastructure: Recognizing the critical role of a conducive learning environment, OCTS adopted the UNICEF Water, Sanitation, and Hygiene (WASH) strategy. This involved renovating classrooms, constructing ablution blocks, and providing sanitary kits to improve hygiene, especially for girls.
4. Monitoring and Evaluation: To ensure the project’s success, WERK implemented a robust tracking system to monitor the enrollment, attendance, retention, learning outcomes, and transition of the 40,000 targeted children. This data-driven approach allowed for timely interventions and adjustments to the program.
5. Empowering Alternative Education Providers: The project also supported the registration of APBET institutions with the Ministry of Education, enabling them to access Free Primary Education funds. This helped integrate these alternative schools into the formal education system, ensuring that all children receive recognized and standardized education.

Challenges and Solutions

The OCTS project encountered several challenges, including economic barriers, gender disparities, and inadequate school facilities:

• Economic Barriers: Many families in informal settlements struggle with the costs associated with schooling, such as uniforms, books, and transport. OCTS addressed this by providing educational kits and scholarships, which significantly reduced the financial burden on families.
• Gender Disparities: Girls face unique challenges, such as the lack of access to sanitary products, which leads to absenteeism. The project provided sanitary kits and improved sanitation facilities in schools, ensuring that girls could attend school regularly.
• Inadequate Facilities: Overcrowded classrooms and insufficient sanitation facilities were common issues. By renovating schools and constructing new facilities, OCTS created a more conducive learning environment, which positively impacted attendance and retention rates.

Impact and Achievements

By 2019, the OCTS project had successfully enrolled and retained 40,000 out-of-school children in Nairobi County. The program’s comprehensive approach not only increased enrollment but also improved the overall quality of education in the targeted schools. Key achievements include:

• Increased Enrollment and Attendance: The community-driven enrollment campaigns and provision of educational resources led to a significant increase in the number of children attending school.
• Enhanced Retention Rates: Improved school facilities, coupled with ongoing support and monitoring, ensured that more children stayed in school and progressed to higher levels of education.
• Empowered Communities: The project empowered community members and education stakeholders, fostering a collective responsibility towards children’s education.
• Sustainable Systems: The establishment of county-level systems and best practices for enrollment drives ensured that the gains made by the project could be sustained beyond its duration.

Conclusion

The Operation Come to School project stands as a testament to the power of collaborative efforts in addressing educational disparities. By targeting the most vulnerable populations and implementing a multifaceted approach, WERK and its partners have made a lasting impact on the lives of thousands of children in Nairobi’s informal settlements. As Kenya continues its journey towards achieving Vision 2030, initiatives like OCTS provide a blueprint for ensuring that every child, regardless of their socio-economic background, has access to quality education and the opportunity to reach their full potential.