UNHCR Kakuma Education Dashboard - May 2017
Key Achievements and Impact
Tremendous increase in school enrolments: This progress was due to UNHCR and partners’ interventions to expand school spaces through the set-up of additional schools and classrooms, extensive community mobilization campaigns, introduction of double shift school systems for lower primary classes and 2-schools-1 concept for secondary schools and increasing demand for education by communities which underlies the increasing importance attached to education by refugees.
Quality improvements seen in the excellent performance of refugee children in national examinations. In 2016, 90% of the 3,894 candidates who sat the KCPE passed and attained the required grade (at least 200 out of 500 marks) to join secondary schools, which represented a pass rate higher than the national average, which stood at 76.3%. Increased partnerships to improve schooling such as the initiation of Vodafone Foundation Instant Network Schools (INS), Teachers for Teachers project and AAR Japan secondary school support (mainly school construction and provision of supplies).
School registration: Kakuma schools have been registered as public entities. This will form a basis for mainstreaming refugee education into the national system.
During the reporting period, 2 primary schools (1 temporary) and a temporary secondary school were opened in Kalobeyei settlement as part of efforts to decongest one existing primary school and cater for additional enrolment of out of school children.
The learning facilities in Kakuma (classrooms, toilets, desks, WASH and play facilities) are already overstretched and insufficient. Education infrastructure expansion is urgently needed to enroll school children and reduce overcrowding, especially as the number of new arrivals from South Sudan continues to increase.
While opening of additional schools have helped to decongest Kalobeyei Settlement School, the schools at the settlement still remain congested. There is need to urgently construct more facilities to accommodate the increasing number of new arrival students.
Insufficient number of teachers including low number of female teachers, limited training opportunities and low remuneration and motivation which affects education quality. A teachers training programme which targets 50 refugees teachers annually is in place but it remains insufficient.
There is a shortage of teaching and learning materials such as textbooks, teacher guides & preparatory materials, supplementary learning materials, and teaching aids. Innovative teaching methods such as the Vodafone Instant Network Schools are ongoing in select schools with a view of extending the innovation to more schools.
There is need to increase the enrolment of children in pre-primary, primary, and secondary schools