Kakuma Secondary Education Program
CONCEPT NOTE
1. Problems, Needs and Constraints to be addressed by Two -Secondary Schools-in- One
An influx of refugees into Kakuma Refugee Camp which began in December 2013 following the
eruption of conflict in South Sudan has significantly increased the camp population and
overstretched available resources thus impacting negatively on the lives of the beneficiaries.
In 2015, the Four Secondary Schools registered a very high enrolment of 3,858 (868 Female)
Students which included a large form one intake of 1,336 (367 Female) Students. The Schools are
highly congested with class sizes of double the recommended ratio. The recommended ratio is
max 45 Learners per class and currently the class sizes stand at an average of 95 Students.
According to a UNHCR Survey in 2014 on Out of School Secondary school-age Children,
available EMIS data showed that only a paltry 6 percent of the secondary school age children
were in school. 94 percent were out of school with no gender differences in the percentage of
girls and boys excluded from secondary school education.
One major reason for non-enrolment is limited capacity of the schools to cater for the available
number of school age children in the Camp. This includes lack of sufficient classrooms,
inadequate teaching/learning materials, inadequate textbooks, inadequate teachers and
facilities such as laboratories. Other challenges such as dilapidated infrastructure and shortage
of latrines.
WINDLE TRUST Kenya (WTK) is the implementing Partner for UNHCR on Secondary
Education in Kenya (Kakuma, Nairobi and Dadaab). Two Schools-in-One Concept for
Secondary Education is aimed at having double enrolment with shared physical infrastructure
and Teaching-Learning materials, with a 5-hour curriculum instruction and 2-hour co-curricular
engagement implemented alternately during every single school day.
Block time table for the morning School commences at 7am and runs up to 12.00 noon with 5
hours of learning. At 12.00 noon, School A breaks for lunch, co-curriculum activities and private
studies before going home. School B begins with co- curricular activities, private studies and
lunch before going to class. Classes for School B start at 12.30 pm to 5.30pm.
Each 'School' will have full enrolment, a unique uniform for students, full set of Teachers, a
Deputy Principal and an overall Principal serving the two.
Shared physical infrastructure shall include Desks, Chairs, Lockers, Classrooms, Laboratories,
Kitchens, Latrines and Toilets, Hand washing facilities, Library, Reference books, ICT Facilities,
Play grounds, Sports facilities and Assembly grounds. Staff rooms and Office space shall be
adequate to accommodate all staff.
The goal of this project therefore is to ensure optimal access to basic needs in the provision of
Secondary Education such as Class rooms, Laboratories, ICT facilities, play grounds, Teachers,
Lockers, Chairs, Desks as well as basic learning supplies and teaching aids.
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Kakuma Secondary Education Program
2. Objectives and proposed Action points.
Objective One: To optimize access to Secondary School Education in Kakuma
Specific Actions.
a)
b)
c)
d)
Enrol 1,280 Students in a four Streamed School that would ordinarily hold 640 Students.
Improve transition from primary to Secondary school through double intake
The program will solidify and sustain the gains already made in the Education Sector in Kakuma
Construct adequate facilities like classrooms and laboratories that can sustain optimum
enrolment for two schools in one.
Objective two: To have optimum Utilisation of Physical Facilities.
Specific Actions.
a) Two-Schools-in-One is such that there is only one head teacher in charge of the school.
However, there are two deputy head teachers, one responsible for the morning school (7.00am12.00 noon) and the other for the afternoon School (12.30 pm- 5.30pm).
b) Hire additional 35 teachers ( 20 National and 15 Incentive) to work within the established
physical facilities.
c) Purchase additional facilities such as computers, printers, chairs, desks and lockers for alternate
Sets of School students to keep their books.
d) Purchase double the number of instructional materials and laboratory equipments
e) Install temperature regulation facilities such as a.c devices to keep the rooms conducive for
learning throughout the day.
f) Maintain a standard classroom ratio of 45:1
g) Install and maintain a reliable water supply
Objective Three: Promote positive competition for quality grades and co-curricular programs.
Specific Actions.
Establish adequate playing grounds and recreational facilities
Provide lunch and breakfast (4 O'clock tea ) for teachers to match the intensity of the program
Provide Transport to teachers to School and back to residence
Administer the same examinations and carry out comparative analysis of results
Hold games and sports competitions among learners of different Schools
Reward Teachers and Students for quality grades and exceptional performance in co-curricular
activities.
g) Create time for remedial teaching to enhance performance of (below) average Students.
a)
b)
c)
d)
e)
f)
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Kakuma Secondary Education Program
Objective Four: Initiate advocacy programs within communities on cultural practice and the
Government on Policy Reforms.
Specific Actions
a) Spearhead Community advocacy programs in Kakuma to enhance enrolment of female
learners in Secondary School regardless of Marital Status and Age;
b) Lobby the Government to introduce a system of Competence Assessment Tests (CATS)
measuring knowledge, skills and competences, the results of which will be cumulative
and form part of a formative assessment process, the credits from which will be
accumulated in the summative assessment at the end of each phase. This is distinct from
the present situation where students either pass or fail and exit the system;
c) Advocate for curriculum reform to address the aspirations of the Constitution of Kenya
2010, Vision 2030 and the East African Community treaty. The content for basic
education should be designed with a view of equipping the learners with relevant
knowledge that emphasizes on technology, innovation and entrepreneurship (Vision
2030), the development of their full capacities, living and working in dignity, enhancing
the quality of their lives, making informed decisions and continuing with learning as a
lifelong engagement.
d) Advocate for the establishment of a National Qualification Framework (NQF) for
determining and assessing the level of achievement and competences of learners who
have gone through different learning systems or different education structures. The
system shall set standards and benchmarks to be used to assess learner achievements
comparatively. These benchmarks are then used to compare the achievements of a
learner or the grade the learner is to be placed within the education systems and in the
world of work
3. Sustainability of the Two Schools-in-One intervention.
Ensure the School has a title deed/allotment letter to indicate land ownership to preserve its
identity.
Register the School with the Ministry of Education as an entity under full management of the
Implementing Agency of UNHCR.
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