The Alternative Basic Education in Dadaab and Host Communities was designed to respond to the in-common education needs of both refugee and host communities. While much separates these communities, much unites them in terms of children’s rights and needs for safe, secure, and quality learning environments and education. The project aims to increase access to and improve learning outcomes for girls and boys in the Dadaab refugee camps and pastoral host communities of Fafi and Dadaab (formally Lagdera) by expanding quality alternative basic education opportunities for out-of-school children and youth.
The alternative basic education (ABE) exists as a non-formal education framework in Kenyan policy. This project aims to ensure the implementation of the policy. The project reaches out to the out of school children and youth in the designated communities and provides them with an avenue through which they can enroll in some form of education that is flexible and suited to their needs and circumstances. It provides a more non-formal way but still with linkages that allow for a possibility of re-entry or transition to formal schooling.
Upon conducting advocacy in the communities to encourage families into education including sensitization on the importance of ECDE, girl child education and gender equality pertaining to the rights and needs for equal education access and child protection, the project has established Alternative Basic Education (ABE) centers in Dadaab and Fafi.
Children aged between 5 and 17 attend the ABE center at no cost. Local teachers are given additional training to deliver the ABE government curriculum effectively. Centre Board Management Committees are established and trained by the project and Local education officials trained in ABE center quality control for ongoing monitoring.
ABE centers provide free catch-up classes (accelerated learning programs), basic literacy classes, basic vocational skills, Early Childhood Education and Development (ECDE). The program in the ABE centers allows for morning, afternoon and evening classes (for nomadic schools) such that ECDE and catch-up classes are undertaken in the morning and, on the other hand, literacy and vocational skills conducted in the same venue in the afternoons and evenings. The program is aligned with the joint education strategy for Dadaab 2012-2015 which was developed by UNICEF, UNHCR and other education stakeholders in the Dadaab refugee camps.The project provides a flexible delivery model for education through the alternative basic eduction centres and focuses on out of school children and youth who have missed the opportunity to access education.
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Model details2012Not-for-profitLiteracyVocational/technical skillsOtherECEDActiveShort-term projectFree service or productUNICEF2,91841%59%
Scale67The 18 ABE centres operational by June 2014 employed a total of 67 teachers of which 16 are female.1818 ABE centres (10 in host community and 8 in refugee camps) were operational by June 2014 and offering ECDE, Catch up programmes, literacy programmes and vocational skills training.
Each of the 18 centers has received the following 80 Desk,2 tables,2 chairs, 2 Metallic Cabinets,Bell,20 NFE text books each Math, English, Kiswahili and Science for level 1, 5 Class registers,2 admission registers, 2500 exercise books ruled and 1000 Exercise books squired,500 pcs of pencils,100 Pcs pens, 10 Dozen dustless Chalks, 200 dignity kits, Assorted stationary, 2 Pcs Stapler and Staples, paper punch, manila papers Bed, mattress, two man tent, 100 liters water tank, solar lamp, one mosquito net, spot light, and for the 10 in the host community a 5000 Liters water tank.June, 2014
The communities impacted with in the host communities had no schools or education center prior to this intervention. Now they have access to flexible schooling.
The exit strategy is to have the centers in the host community taken over by the Ministry of Education, Science and Technology, and those in the refugee camps by UNHCR. The learning from this will inform the Ministry of Education, Science and Technology on innovative measure that can be put in place to reach the most marginalized pastoral communities children with education.
Monitoring & EvaluationYes
The Alternative Basic Education program is systematically monitored through a framework in which project relevance, timeliness, budget execution, quality of monitoring and evaluation are reviewed and monitored on a regular basis. Project performance and progress towards results are jointly monitored and evaluated, involving distric education officers and key achievements documented.
A participatory end of project evaluation has also been planned to measure and determine results achieved. Children as well as adults will be consulted. Workshops will be held to share out information gathered in these reports to the participants. Information will be utilized to inform potential scaling up activities with other development partners and as lesson learned for other stakeholders.Student retentionIncreased enrollmentCost effectiveness/value for moneyNo