Windle International Kenya | News


Launch of Return out of School Children to School (ROCS’s )

Inset: Inset: WIK Executive Director and head of UNICEF-Lodwar Office Mr. Phillip among other dignitaries in Launch of Return out of School Children to School (ROCS’s ) Project in Komudei Primary School,Turknana County (Sep 2016)

According to statistics by Ministry of Education,58% of the Children in Turkana county are not in school due to underlying issues such as being engaged in taking care of animals for the boys and for the girl’s early Marriages after undergoing the traditional custom in Turkana known as Beading. However a sigh of relieve to the residents of Turkana North for the successful Launch of Return out of School Children to School (ROCS’s ) Project which was unveiled at Komudei Primary Yesterday (Tuesday 6th September). This occasion was graced by WIK Executive Director and head of UNICEF-Lodwar Office Mr. Phillip among other dignitaries. This project will bring back all the out of school children to school. The project is funded by UNICEF and by WIK.

Collaboration with Institutions of Higher Learning Positively

Inset: Inset: A section of the team that met at MMUST for the collaboration discussions (April 2016)

On Monday April 4th 2016, the DAFI team participated in a meeting with senior university officials to discuss and agree on the initiative to establish Turkana University College in Kakuma as a constituent college of Masinde Muliro University of Science and Technology (MMUST).The MMUST Vice Chancellor, the Deputy Vice Chancellor in charge of Planning, Research and Innovation, six other senior officials represented the university, UNHCR was represented by two staff and Windle Trust was represented by the Executive director, Finance and Administration Manager and the two DAFI project staff.

One highlight of the discussions was the need to subsidize tuition fees for refugee students and develop a concept note detailing the modalities of operations. The college is expected to benefit refugees in Kakuma refugee camp. On Thursday April 7th 2016, the mission team met four representatives of the Vice Chancellor of Moi University in order to follow up on the progress of the draft MoU that Windle International Kenya had previously shared with the University for signing. The university agreed to fast-track the review of the document for the purpose of signing within 2016.

Launch of MMUST Kakuma and Graduation Celebration

Inset: Inset: MMUST Kakuma DAFI Scholars with Windle Trust Executive Director and other staff. (March 2016)

On Friday March 4th, the team participated in the launch of the MMUST Kakuma Campus and the presentation ceremony for the award of Diploma certificates to 89 grad and at the Kakuma Peace Centre.

The occasion was attended by, among others, the chair of the MMUST Council and Pro-Chancellor, Vice Chancellor and other senior university staff, a representative of Turkana Governor’s office, UNHCR Kenya Representative, Kakuma UNHCR Head of Sub-Office and UNHCR staff, LWF staff team. Windle International Kenya team was led by the Executive Director, Dr. Marangu, Finance and Administrative manager Phyllis Mureu, Kakuma Program manager Raphael Sungu, DAFI project staff and other staff from WIK Kakuma.

Girl Child Mentorship(March 2016)

Inset: Inset: A group photo with the girls at Karatina University-Nyeri County

In celebrating the international women’s day on 8th March 2016 and aligning to the theme “Pledge for parity”, Dadaab team decided to celebrate it differently by organizing a mentorship program for 20 girls’ at Karatina University, Nyeri County on 9th March 2016. Thanks to the existing MOU between WIK and Karatina University.

The education excursion gave the girl’s an opportunity to nurture a sense of direction and motivation to attain a post-secondary education and training to girls. Further, the girls were exposed to new learning experiences that broadened their career awareness and helped in defining clear academic and career goals. The two-day education trip gave the girl’s a chance to interact with other girl’s at a top National school- Bishop Gatimu Ngandu girl’s high school to benchmark themselves in academics and get a chance to meet with University students. Within the University the girls’ got a chance to view exhibitions and innovations spearheaded by female students in Science and Engineering Department. The Female University students encouraged the girls to excel in science related careers and go against the odds in the society.

Education transformation in Dertu, Garissa County

Inset: Leila Yussuf –Top girl Garissa County,KSCE 2015 (posted Feb March 2016)

Garissa County is inherent of some of the rich cultural practices of the residents in the region. However there are some negative cultural practices that are a drawback to development efforts. Early and forced marriages of the girl child deny the young population opportunities to advance in education. KEEP project with the support from DFID has transformed the thinking patterns among Garissa residents particularly girl’s, parents, school stakeholders at Dertu Secondary school. Through a series of sensitization on the change of girl’s attitude towards early and forced marriages the enrolment of girl’s has increased immensely and girls have embraced education. In the 2015 KCSE results Dertu girl’s Secondary School managed to produce the top girl in the county. From the dusty and remote village, to poorly staffed school located 100 kilometers from Garissa Town Ms Leila Yusuf emerged the top girl the county. Leila scored a B+ of 67 points emerging one of the best performers in the region from public schools attributing her success to hard work.

The KEEP project besides running sensitization sessions, other project interventions in the region include provision of solar lamps for girl’s to study for long hours in the night after undertaking their housework chores, Provision of Sanitary towels to girl’s at Dertu and other schools within Garissa county in order to realize retention of girl’s at school and above also teaching and learning materials to improve performance.Leila the former Dertu girl’s secondary school was among the first batch of candidates from the institution to sit for their form four examinations

Innovation Meets Education-Dadaab/Kakuma

Inset: Senior Chief Ogle Girls’ High school in Dadaab, KEEP Scholars open their ATM envelopes

The introduction of ATM debit cards for all students in the secondary school scholarship programmes was indeed an exciting phenomenon among students. The card enables students to access their upkeep and travel allowance from any ATM outlet across the country. In addition, being VISA enabled scholars can access the services from any banks outlets with ATM lobbies. Purchasing of goods at supermarkets and stores that allow credit card has safeguarded the scholars security by not transacting using lumps sums of money hence prone to robbery incidences. Before then, the cards were only available to the sponsored students in universities and colleges.

This is indeed an efficient, reliable and secure means of disbursing funds to students as compared to the contemporary previous methods. The funds now reach the intended beneficiaries on time and with a minimal transfer charges. The students can make partial withdrawals depending on their needs and will not need to keep money in their dormitories as has been the practice with some students. Such practices exposed them to misuse of their allowances and risk of losing it.

In addition, students can now make little deposits into their bank accounts as each ATM card comes with a bank account for the respective student. Such encourages a saving culture amongst the students at an early stage in life. A majority of the students were not conversant with transacting using ATM card, its functionality and neither they had some students ever came across it or ever heard of it at all. Therefore, their introduction student was a whole new innovation & technology to them something to be proud of and consequently, motivated the students to remain in the scholarship programme, if not for anything else, just for the sake of owning one. The students were informed of forfeiting the card in the event one left the scholarship programme.

On the other hand, the students were trained on how to use the ATM cards. In addition the students were briefed on theft cases at ATM lobbies and how to safeguard themselves against such vices. They were also advised to be responsible with their bank accounts and not to be caught in criminal activities involving their bank accounts. Each would be accountable for her actions in relation to her bank account transactions

Bordeless higher Educatio for Refugees (BHER)

Students in one of the high learning centers (WIK-BHER center) in Dadaab refugee camp:Date(August,2014).

This is a new initiative that WIK is under taking with collaboration of partners who comprise of: »»Kenyatta University (KU)
»» Moi University (MU)
»» University of British Columbia (UBC)
»» York University (YU)
»» World University Service of Canada (WUSC)
More and more refugees have been searching for scholarships to enable them further their education after secondary school. However, there has always been a challenge of accessing scholarships as they are always few and highly competitive. Thus this initiative is providing a solution that will address this challenge and at the same time:

  • Improve the equitable delivery of quality education in refugee camps and adjacent local communities through university training opportunities that prepare a new generation of male and female teachers
  • Create ongoing and targeted opportunities for access to/participation of young men and women in university programs that enhance their employability through portable certificates, diplomas and degrees in education, social sciences and humanities, health studies, and natural sciences
  • Teacher Education - build teaching capacities in the camp through a two pronged approach “learn as you earn”. The model implies that all refugee students enrolled in the programs offered by the project will continue to teach in their respective schools thus avoiding a gap in teaching capacities already scarce in the camps. Knowledge and skills they gain will be directly applied to their teaching environments, thus enhancing the quality and learning opportunities for the students.

    DAFI scholars

    World Refugee Day in Kakuma,2014

    In 1992, the Government of Germany initiated the Albert Einstein German Academic Refugee Initiative (DAFI), which provides full scholarships to deserving young refugees at universities, colleges and polytechnics in their host countries, and more recently, in their country of return. The DAFI program has benefited thousands of refugees over the years, some of whom have become prominent professionals in their home The primary objective of the DAFI Program is to contribute to the promotion of self-reliance of refugee men and women by providing them with opportunities for professional qualifications geared towards future careers and gainful employment. The DAFI Programme aims to encourage the development of qualified human resources for the future reconstruction of refugees' home countries upon repatriation, thereby supporting greater peace and stability in Africa. In Kenya, Windle International Kenya (WIK) is the implementing partner for the DAFI project, on behalf of the United Nations High Commissioner for Refugees (UNHCR). WTK has been implementing the program on behalf of the UNHCR since 2005. As at December 2014, the DAFI project had supported a total of 265 scholars (86 female and 179 male) since its inception. This includes the 123 scholars (39 female, 84 male) which the project supported between January and December 2014.

    Launching KEEP in Dadaab and Kakuma

    In May ,2013 KEEP was launched in Dadaab and Kakuma repectivley .Recognizing the need to improve the educational opportunities for girls,World University Service of Canada (WUSC) and Windle International Kenya (WTK) will help marginalized girls and boys in northern Kenya by improving access to and quality of education in six target communities:Turkana West,Kakuma refugee camp,Dadaab, Fafi,Wajir South and Dadaab refugee camps.The projects will work towards three broad outcomes,outlined below:-
    1.Building girl-friendly school enviroment
    2.Providing targetted support to female learners.
    3.Generating parent and community support for girlss` education