2010 Annual Report: Education - PartnershipsInAction

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y e a r i n r e v i e w : e d u c a t i o n Education for Marginalized Children in Kenya PROBLEM: Marginalized Children Need Greater Educational Support The introduction of free primary education by the Government of Kenya has significantly increased access to primary schooling. Enrollment expanded from 5.9 million pupils in 2002 to 8.6 million in 2009. However, many challenges persist, particularly around ensuring quality learning opportunities. Insufficient resources and preparation at the school level have also meant that this increase continues to overwhelm the system, causing a concern that traditionally marginalized groups face a greater risk of being underserved, especially in Nairobi, Coast and North Eastern provinces. As a result, children are missing a vital opportunity to grow, learn and prepare for the future. SOLUTION: Education for Marginalized Children in Kenya AKF is expanding its Whole School Approach to improve learning and teaching among marginalized children living in the slums of Nairobi and Mombasa and other poor regions of Kenya. Education for Marginalized Children in Kenya (EMACK) is a holistic program aimed at improving access and retention rates for children underserved by the education system. Building upon a number of strategies and AKF’s successful Whole School Approach, EMACK works to increase community and parental participation in all aspects of school life. It enhances coordination and dialogue to inform the national education strategy and improves teaching practices and learner outcomes at the early childhood, primary and secondary school levels. The program is active in Nairobi, Coast and North Eastern provinces, where activities have been tailored to reflect the local education needs as well as the experience of AKF. The approaches incorporated into EMACK include: (1) A student-centered focus with attention to quality, purpose and relevance. This requires an explicit emphasis on promoting self-esteem, enthusiasm for learning and problemsolving. (2) Working to influence all levels of the system – family, community, local and traditional institutions, civil society, district-level government services and national policymakers. (3) Building long-term partnerships – a central feature for effective programming, sustainability and scaling-up – with local NGOs, communities and government agencies. (4) Action learning and documentation to both strengthen services and enhance advocacy.
y e a r i n r e v i e w : e d u c a t i o n AKF collaborates with a range of locally based partners, the Ministry of Education in Kenya and the US Agency for International Development (USAID). With generous funding from USAID, AKF will continue to strengthen the program’s effectiveness by 2014 to reach nearly 800 schools; train over 4,000 teachers, parents and education officials; benefit 275,000 students; and build the capacity of the Ministry of Education to replicate EMACK’s best practices nationwide. Education for Marginalized Children in Kenya supports 77 integrated early childhood development centers in the Coast and North Eastern Provinces of Kenya in partnership with AKF’s Madrasa Resource Center, Kenya.
Page 1 and 2: AGA KHAN FOUNDATION U.S.A. ANNUAL R
Page 3 and 4: Dear friends, As another year ends,
Page 5 and 6: The Aga Khan Trust for Culture (AKT
Page 7 and 8: A G A K H A N D E V E L O P M E N T
Page 9 and 10: Early Childhood Development (ECD).
Page 11 and 12: Ye a r i n R e v i e w : E d u c a
Page 13: y e a r i n r e v i e w : e d u c a
Page 17 and 18: y e a r i n r e v i e w : e d u c a
Page 21 and 22: D e v e l o p m e n t S o l u t i o
Page 23 and 24: school leaving at an early age. It
Page 25 and 26: to educate, independent of how simi
Page 27 and 28: 3. From considering the child as an
Page 29 and 30: quent approach to improving transit
Page 31 and 32: References Aga Khan Foundation (200
Page 33 and 34: transitions−those that children n
Page 35 and 36: Biographical Information for Contri
Page 37 and 38: S t a t e m e n t o f Fi n a n c i
Page 39 and 40: C u r r e n t P r o j e c t s Afgha
Page 41 and 42: Photography: ACDI/VOCA, Luke Bostia

2010 Annual Report: Education - PartnershipsInAction

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