Title
Introduction
Life in the slum settlements of Nairobi
This learning journey is designed to assist in the teaching of global issues within Curriculum for Excellence as well as the
new National Qualifications. It focuses on the causes, consequences and solutions to slum settlements with a focus
on Nairobi, Kenya. The unit offers ample scope for developing geographical skills of using numerical and graphical
information, mapping skills and research skills together with developing knowledge, geographical vocabulary and
understanding of global environmental issues.
This learning journey fits well with the requirement to study issues in changing urban and rural environments as part of the
human environment theme. Graphical, map, photographic and video resources are provided to engage learners in
pursuing a critical geographical perspective on the environmental and social issues in developing countries.
This learning
journey covers the
following learning
experiences:
What are slums?
Why do slums exist?
How can conditions in slums be improved?
Approaches to
learning /
interdisciplinary
learning
The issues raised in this learning journey provide much scope for interdisciplinary learning. More obvious links between
subjects and curriculum areas such as social studies, health and wellbeing or RME may be deepened by connecting
learning to literacy and numeracy or technologies/IT. Wider considerations may be given to working with organisations
linked to poverty reduction, fair trade or related issues such as town planning (eg. Planning Aid Scotland). The learning
journey lends itself to include a number of approaches to learning as the theme is developed. These may include
collaborative or active learning to connect understanding to real-life situations and to develop skills for life and work.
See the Curriculum for Excellence Briefing 4: Interdisciplinary Learning.
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Experiences and
outcomes
Related Experiences and Outcomes:
Health and wellbeing:
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider
community. HWB 0-13a / HWB 1-13a / HWB 2-13a / HWB 3-13a / HWB 4-13a
RME
I am developing my own understanding of values such as honesty, respect and compassion and am able to identify how
these values might be applied in relation to moral issues. RME3-09b.
Social Studies:
I can explain why a group I have identified might experience inequality and can suggest ways in which this inequality
might be addressed. SOC 3-16a
I can contribute to a discussion on the extent to which people’s needs should be met by the state or the individual.
SOC 4-16a
I can explain the development of the main features of an urban area in Scotland or elsewhere and can evaluate the
implications for the society concerned.
SOC 4-10b
I can compare the population structure of Scotland with a contrasting country and can express informed views about the
future implications for these societies.
More info: Children and young people will build on their previous knowledge of different population structures through
exploring aspects such as demographics, migration and the effects of population growth.
SOC 4-11c
I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can
locate a range of features within Scotland, UK, Europe and the wider world.
SOC 3-14a
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I can use specialised maps and geographical information systems to identify patterns of human activity and physical
processes.
SOC 4-14a
Although aspects of this learning journey can be used to stimulate learning across all levels, the context is most suitable
for third and fourth level. The core content also relates to unit requirements for the new National Qualifications in
Geography (Human Environments, Nat 3-5) and Modern Studies (International Issues, Nat 3-5).
Prior knowledge
Learners should have prior knowledge of the terms:
 inequalities
 developed countries
 developing countries
 rural to urban migration
 urbanisation
They should have some knowledge of the geography of Kenya.
They should have explored population and migration issues before undertaking this task.
Capabilities
Successful Learners
 Learn independently and as part of a team
 Use technology for learning
 Use creative and innovative thinking to seek solutions
Confident individuals
 Present solutions to issues relating to poverty
 Know practical ways of addressing issues relating to poverty and understand barriers and limitations
Responsible citizens
 Develop awareness and understanding around the Millennium Development Goals and international aid
 Actively engage in addressing issues relating to global poverty
Effective contributors
 Take initiative to highlight important global issues such as fair trade, health and poverty reduction.
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Learning experience
One:
Why do slums exist?
Introduction
This section introduces learners to the causes of slum settlement development in cities.
Stimulus
Watch the first 5 minutes of Doug Saunders on
http://www.youtube.com/watch?v=mdgwL21unxA
Or use the series of maps from World Mapper in the Comic Relief PowerPoint ‘Why do slums exist?’ to see patterns in the
present and predicted future for urbanisation.
Learning intention
To understand the role of rapid urbanisation in the development process in Nairobi.
To be able to recognise a pattern in where slum settlements develop in cities.
To compare and contrast causes and effects of migration between economically less developed countries and
economically more developed countries.
Possible tasks



Useful resources
Learners use the Doug Saunders video and the Wajir and Nairobi comparative data to discuss and record the
reasons for rural to urban migration
Learners create an annotated Google Earth PowerPoint to illustrate the different parts of the city of Nairobi
including the CBD, Industrial area, upper class and middle class housing areas and the slum districts
Learners compare deprivation in urban areas in Scotland (eg Glasgow: the Gorbals, Castlemilk, Sighthill) both in
the past and present (industrialisation/migration) and consider regeneration of those areas, eg Gorbals
(http://www.scotland.gov.uk/Publications/2008/11/10114526/10) or regeneration of East End of Glasgow for the
Commonwealth Games 2014.
Available from Comic Relief Resources
 PDF: Background information for teachers
 Exploring Nairobi using Google Earth
 Photo pack on rednoseday.com (http://www.rednoseday.com/news/what-life-children-slums)
Available from BBC learning Zone
Video clip – 6 minutes. Background to Kenya http://www.bbc.co.uk/learningzone/clips/an-introduction-to-kenya/4496.html
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Success criteria
Learners can:
 Explain what is meant by ‘absolute poverty’ and ‘relative poverty’
 Explain why migrants would move to a city from a rural area
 Identify parts of a city most likely to become slum settlements
 Give a straightforward analysis of the quality of life for a young adult in Nairobi compared with rural Kenya (Wajir)
 Provide comparative perspectives on areas of urban deprivation in Scotland and Kenya
Possible evidence
Learners can:
 Show where the settlement of Mukuru is on a map of Nairobi and give a reason for its location.
 Demonstrate their familiarity with Nairobi’s geography by showing key places on Google Earth, Google Maps or
Open Street Map Kenya.
 Make straightforward comparative statements about quality of life and demographic trends from regional census
data.
Reflecting on
learning
Are slums part of the economic development process?
How could a country like Kenya slow down the population growth rate in cities?
In what ways does my life in Scotland have an effect on life for people in Kenya?
Taking it further
Compare regional census data for Kenya with data for Scotland found at http://www.gro-scotland.gov.uk/statistics/at-aglance/council-areas-map.html.
Apply understanding to other cities with informal settlements, eg Mumbai, Rio de Janeiro.
Learning experience
Two
What are slums?
Introduction
This activity allows learners to look for evidence of what slums are like and to get to know one slum settlement, Mukuru, in
more detail through the life of 13 year old Dennis, the main subject in the Comic Relief film. Learners will look at all
aspects of slum settlement life including housing conditions, infrastructure and employment.
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Stimulus
Watch the film Comic Relief 2013 film, ‘Welcome to My World’ about Dennis
(http://www.rednoseday.com/schools/secondary/resources).
Learning intention
To understand what daily life in the slum settlement is like for a young person.
To understand the opportunities and challenges offered by slum settlements.
Possible tasks
Learners use the photo pack on the Red Nose Day website (http://www.rednoseday.com/news/what-life-children-slums)
and create annotated evidence of slum housing conditions in Mukuru to identify what constitutes slum housing conditions.
Learners use page 45–59 of Making do - Innovation in Kenya’s Informal Economy
(http://www.analoguedigital.com/docs/makingdo-download-lores.pdf) to consider the advantages of Jua Kali over the
formal economy. The pamphlet offers a clear explanation and case studies of Jua Kali with lots of accessible data. It prints
out well as a classroom resource. Additional information for the teacher on Jua Kali is in the background information for
teachers.
Useful resources
All available from Comic Relief Resources


PDF: Background information for teachers
PowerPoint ‘What are slums?’
Success criteria
Learners can:
 Identify the five criteria used by the UN to define slum housing
 Explain some ways in which politics and economics affect the lives of slum settlement dwellers
 Show understanding of inter-relationship between housing, wellbeing, health, wealth, employment
 Explain what jua kali is and how it affects life in the settlements
Possible evidence
Learners can:
 Describe what ‘jua kali’ is and why it is an important contributor to the local economy in slum settlements
 Identify from photographic data evidence of slum characteristics
 Annotate photographs using geographical vocabulary and concise objective language
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Reflecting on
learning
How can we improve on the UN definition to explain what slums are?
Are slums places of despair or hope?
Links to Millennium Development Goals (http://www.un.org/millenniumgoals/bkgd.shtml) generally; or specifically about
Goal 7, relating to environmental sustainability,
(http://www.undp.org/content/undp/en/home/mdgoverview/mdg_goals/mdg7/ ) which includes an indicator about improving
the lives of slum dwellers.
Taking it further
Learners can apply their understanding to a historical study of housing conditions in a Scottish city. For example for
Glasgow use the excellent photographs from Glasgow University’s collection found at
http://special.lib.gla.ac.uk/exhibns/month/Mar2006.html, and information from
http://www.bbc.co.uk/learningzone/clips/bad-housing-in-scotland-1880-1939/5665.html.
Learning experience
Three:
How can conditions in slums be improved?
Introduction
This activity allows learners to look at the complex problems of slum settlements and understand what the obstacles are
to solving the problems.
Stimulus
Watch the film Comic Relief 2013 film, ‘Welcome to My World’ about Dennis
(http://www.rednoseday.com/schools/secondary/resources).
View PowerPoint slides ‘How can conditions in slums be improved?’.
Learning intention
To consider a range of solutions to the problem of slum living conditions and evaluate how effective they have been to
date.
Possible tasks


Brainstorm and discussion with class on the challenges and opportunities of the slums
Divide into groups to investigate either by specific problem such as overcrowding/sanitation/employment/ housing
materials, or by solutions to date e.g. slum clearance/site and services scheme/savings groups and community
housing scheme/rural regeneration
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

Research using this website (http://www.worldhabitatawards.org/winners-and-finalists/projectdetails.cfm?lang=00&theProjectID=18A60F52-15C5-F4C0-99C4EF674461D6A1) how Pamoja Trust overcame
obstacles to success at Kambi Moto settlement in Nairobi
Develop an overview of a project proposal for improving Mukuru and then choose just one aspect of this to fully
develop as a presentation, eg letter to Nairobi City Council asking to meet with their lawyers about land ownership
and tenancy arrangements, design for affordable densely developed housing or plans for improving the urban
infrastructure
Useful resources
Available from Comic Relief Resources
 Photo pack of resources from Red Nose Day website (http://www.rednoseday.com/news/what-life-children-slums)
 Background information for teachers, especially infomation on Pamoja Trust and Kambi Moto
 Case study on Pamoja Trust.
See also http://www.pamojatrust.org – the website for Pamoja Trust – a group which negotiates and co-ordinates on many
slum upgrading programmes in Nairobi.
Success criteria
Learners can:
 Identify the main differences between capital intensive and grass root schemes and describe the limitations and
advantages of both
 Outline the obstacles faced by the Kambi Moto village redevelopment and show the strategies Pamoja Trust used
to overcome the problems
 Recall one aspect of their project proposal to improve Mukuru and show critical awareness of the main strength
and the main weakness of this one aspect of their proposal
 Offer a critical appraisal of a peer’s Mukuru project proposal incorporating both positive feedback and saying why
they think it would succeed or fail as a scheme.
Possible evidence
Learners can:
 discuss and present a variety of views regarding of the positive and negative aspects for the residents of living in
an informal settlement
 demonstrate a real and practical understanding of what and who is involved in improving the lives of slum dwellers
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
by compiling a presentation using the resources investigated during the study within this learning journey
formulate a piece of persuasive writing through composing a letter, or development of a podcast
Reflecting on
learning
What is the role of non-government organisations (NGOs) in improving slum settlements?
To what extent is the quality of housing and living conditions the main problem in the slums?
Taking it further
Learners can research examples of solutions to housing problems such as demolition and slum clearance, community
building schemes and regeneration in other developing countries and in their local area.
Note: Comic Relief uses money raised through its two fundraising campaigns, Red Nose Day and Sport Relief, to award grants to on-the-ground
projects that support some of the poorest and most disadvantaged people in the UK and around the world. The People Living in Urban Slums
programme is one of six programmes which make up the International Grant Making Strategy. The goal of the programme is to empower slum
dwellers to drive improvements in their own communities. The programme currently has approximately 30 live grants worth a total of £18m across
14 African countries.
Projects supported through the programme include schemes dedicated to improving the living environment of slum dwellers (by providing access
to water, sanitation and waste removal); projects that help individuals to improve their economic prospects (through training and small business
development); and projects that promote security of tenure by helping slum dwellers to identify and represent their needs and rights to
governments, local authorities, landlords and others in power.
The programme also supports a number of affiliates of Homeless International (like Pamoja Trust, which Comic Relief has part-funded since
2000) and its partners – see above) which help slum dwellers to pool their resources and improve their housing by setting up savings clubs and
contributing communally to house-building schemes.
For further information about Comic Relief’s grant-making programmes visit http://www.comicrelief.com/how-we-help/
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