Dr. Loise Gichuhi Education in Emergencies Project Administrator University of Nairobi Humanitarian Partnership Conference 2015 Boma Hotel, Nairobi 15

Dr. Loise GichuhiEducation in Emergencies Project Administrator

University of Nairobi

Humanitarian Partnership Conference 2015

Boma Hotel, Nairobi

15th to 17th September

University of Nairobi ISO 9001:2008 1 Certified

http://www.uonbi.ac.ke

The full story of refugees in Kenya goes beyond Kakuma and Dadaab.

There are evidenced phenomena of refugees increasingly moving to urban areas

UNHCR notes that only one third of 10.5 million refugees now live in camps.



More than half of the refugees UNHCR serves now live in urban areas, with the rest living in rural areas.

About 56,000 refugees live in various cities in Kenya, majority living in Nairobi.



This discussion is based on a qualitative case study research project conducted at eight primary schools, four in Nairobi and four in Kakuma refugee camp, “Quality Education for Refugees in Kenya: Nairobi and Kakuma (2014)



For the purpose of this discussion, urban refugees are the focal point.

Four schools were sampled on the basis of the number of refugees admitted to the schools at the time of the study.

Major research themes are cited and (recommendations made)

Some reflection on the principles of humanitarianism,



Many humanitarian actors’ activities are guided by four humanitarian principles:

◦humanity ◦neutrality ◦impartiality ◦independence.

Humanitarian principles provide the foundations for humanitarian action.



Largest urban refugee population 56,000 refugees registered by UNHCR UNHCR data indicates that

◦ Somali population is the largest followed by◦ Ethiopians, ◦ Congolese, ◦ Sudanese, ◦ Ugandan and ◦ Rwandese,

while smaller refugee group residing in Nairobi include those from Eritrea and Burundi.



● Multi-sited, comparative case study● Data collection methods

o Classroom observationso Semi-structured interviews

● Document review ● Interviews

o Transcribed verbatim o Coded thematically

Etic and emic codes o School data was further analyzed in order for

cross-cutting issues







School #Students

#Refugees Students

#Teachers

#Refugee Teachers

Sudi (Community School)

225 127 18 4

New Eastleigh (Public)

782 671 30 0

Mwiki (Public)

2550 200 62 0

New Kihumbuini (Public)

1801 50 34 0

● Students enter schools speaking mother tongue● Current policy in Kenya

○ Schools teach in Kiswahili or English● Impact on students and teachers

○ Challenges- the learning of Kiswahili which is examined at KCPE

○ Strengths - Students want to learn English



● Current Policy○ Schools follow national Kenya curriculum

■Needed to pass KCPE exam● Impact on Students and Teachers

○ Challenges- difficult to teach due to range of educational and linguistic student backgrounds

● Schools accommodate the religions of refugee students



● Textbooks○ Lack of textbooks○ Textbook quality falls short

● Schools are overcrowded● Scarcity of latrines

○ Cultural issue - Sudanese girls cannot be seen by males going to latrines■Males are potential husbands



Overage students

Language barriers and lack of previous experience result in allocation of older students in lower grades No special desks No preparation for integration

Need additional help in classroom especially to fit in and languages



Female students

◦Female enrollment rates continue to drop with every grade level

◦Early marriage, FGM, and domestic work are causes of female drop out

◦Lack of reproductive health classes



Unaccompanied Minors

◦Reasons for being unaccompanied - loss of family, mobile families looking for work, repatriated families sending children to school in host country

◦Some school programs are in place to assist



● Methodology and Pedagogy

○ Teacher-centered pedagogy widely used○ Discourse - “call and response”○ Learner participation was passive



● Teacher Training○ Based on the findings of this study, teacher

training is one of the areas that requires urgent attention■Programs are in place, but vary in quality and

access○ Teachers have expressed desire for training○ Finding funding for training is an issue



● Teacher Absenteeism , Motivation , and Turnover

○ Reasons for both- safety, participation in resettlement program, mobility for economic opportunities, and collection of rations

○ Low teacher motivation due to low pay, inconsistent pay, overall lack of support

○ Lack of training on the best methods to teach refugees



● Refugee movement between Kakuma and Nairobi● Impact of mobility and migration

○ Student absenteeism○ Lack of student documentation○ Leaving students with extended family



● Funding is a major shortfall○ Not supported by Kenyan Board of Education○ Rely on community support○ Impacts personnel, infrastructure, and material

availability● Major strength

○ Community support■Education “buy in”



How do the Key findings fit in the humanitarian principles?

Who are the Key Players?

Are they aware of their role?

Kenyan Teachers Training? Humanitarian Principles? Dealing with refugees?

What are the solutions? University of Nairobi

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What proactive role can the humanitarian do to improve on this ?

Is open admission policy enough in the integration process of the refugees?

Should there be a special curriculum and certification for the refugees?

Training of teachers..should it include refugees matters as an emerging issue ?



Thank you

Email :[email protected] : @loise_gichuhiSkype: loise.gichuhi1

University of Nairobi ISO 9001:2008 * Certified http://www.uonbi.ac.ke

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Dr. Loise Gichuhi Education in Emergencies Project Administrator University of Nairobi Humanitarian Partnership Conference 2015 Boma Hotel, Nairobi 15