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© Diana L. Swanson, Teresa Wasonga, and Andrew Otieno, 2012
The Jane Adeny Memorial School for Girls, Kenya
This presentation is dedicated to the future of Kenya
and with joy in the Nobel Laureates of 2012
Leymah Gbowee Ellen Johnson Sirleaf Tawakkul Karman
and in Memory of 2004 Nobel Peace Laureate,
the late Prof. Wangari Maathai
The Mission & Goals of JAMSCreate “a school good enough for the richest, open
to the poorest” (Horace Mann)Be an innovative pedagogical model for the nationEmpower students to ask questionsShow that corporal punishment is unnecessaryCreate an active, collaborative learning
environmentShow that enriching the learning environment gets
good results (library, extracurricular activities)Empower girls to become women who participate
fully in the life of the nation
The Founding Class of 2014
The Class of 2015
JAMS Enrollment in 2012
• Form 1 (9th grade): 33• Form 2 (10th grade): 22• Increased from 12 to 55 in one year!
Some of the students’ experiences
• Lost her father to AIDS and now her mother is dying• Orphaned at age 5, lived with her poverty-stricken grandmother, roamed the countryside to find sugar cane to sell in order to buy food• Her widowed father went insane and now wanders the streets of the local village• Pushed her wheel-chair-bound father 6K to ask for help to go to school• Beaten by her father when she protested his beating of her mother• Lives on one meal a day at home
Poverty in Kenya
• Total population: 41.1 million people• 46% of total population lives below the national poverty line • 20% live on less than $1 a day • Men’s employment rate: 61.2%• Women’s employment rate: 49.1%
Education in Kenya
• 98% of children start primary school • 45% finish primary school• About 23% enter secondary technical training• 24% enter secondary school• 18.7% finish secondary school• 3% enter university
The “hidden curriculum”• Kenyan curriculum largely unaffected by women’s studies and gender-neutral curriculum development.• Girls in schools subjected to significantly higher levels of harassment, including sexual harassment, from students and from teachers, than boys.• “Teachers’ attitudes and behavior reveal lower expectations for adolescent girls, traditional assumptions about gender roles, and double standards about sexual activity.” Mensch and Lloyd, “Gender Differences in the Schooling Experiences of Adolescents in Low-Income Countries: The Case of Kenya,” Studies in Family Planning 29.2 (1998): 167-184.
Why educate girls?
They have the same existential value and the same right to develop their potential as boys.
Educating girls is also necessary to eliminating poverty, epidemics, and inequality worldwide.
“Investing in girls is . . . central to boosting development, breaking the cycle of intergenerational poverty, and allowing girls, and then women—50 percent of the world’s population—to lead better, fairer and more productive lives.”World Bank President, Robert Zoellick
“ “Getting to Equal: How Educating Every Girl Can Help Break the Cycle of Poverty” <http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:23009825~menuPK:282424~pagePK:64020865~piPK:149114~theSitePK:282386,00.html>
Return on Investment in the developing world
Women and girls return ca. 80% of the money invested in them to their families and communities.Men and boys return ca. 40%.
Source: Kurt Thurmaier, Professor of Public Administration, NIU, presentation to TeachGirlsGlobal, DeKalb, IL, April, 2011
The JAMS Campus
Nyanza ProvinceKenya
Nyanza is one of the smaller provinces of Kenya. Nyanza is relatively under-resourced due to the political history of the nation since independence from Britain in 1963.
NYANZA PROVINCE
2 kms and a 500 ft climb from the paved road to the school
Classrooms, Science Room, and Library
An English class discusses poetry
A memoir workshop in the library with a TeachGirlsGlobal volunteer
The Dormitory
The Dormitory
The Dining Hall
The Dining Hall
Guest House
The Kenyan Secondary School Curriculum
• Kiswahili• English• Geography• History• Mathematics• Physics• Chemistry
BiologyBusinessAgricultureChristian Religious
Education
These subjects are mandated and regulated by the national ministry of education.
Discussing a returned exam with Mr. Samson
JAMS results so farThe students speak up and ask questions
much more often than when they arrivedThe students express themselves in
English and Kiswahili much better than when they arrived
2012 final, cumulative exam results:12 students got As 16 students got Bs23 students got Cs 3 students got Ds
Recreation: Singing and dancing in the Dining Hall
Doing a jigsaw puzzle for the first time
The students play soccer every afternoon.
CampusSustainability
Farming the campusRainwater catchmentSolar power
Two of the students, happy and proud of their harvest of cow peas
Chickens provide eggs for Friday’s egg stew.
The school has a sealed septic system.
Students doing laundry with rain water
Students, staff, and friends harvesting maize
Plans for growth
Growth in enrollment
• a new class added each year until all four secondary school forms (grades) are filled• total enrollment planned to be between 120 and 160• additional teachers as enrollment grows• an administrator of residence life
Construction of facilities
• Teacher housing • More solar panels• Well ( to be drilled in January-February, 2013, supported by Rotary Clubs of Barrington and Morrison, Illinois)• Solar water heating system• Science building (3 laboratory classrooms)• More water tanks for rain catchment
Three years ago, the school site looked like this.MUCH can be accomplished in the next three years!
ASANTETHANK YOU
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