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Humanitarian Principles: The Urban Refugees’ Education Dilemma in Kenya

This discussion delves into the challenges faced by urban refugees in Kenya regarding their education. The qualitative case study research project conducted at selected primary schools in Nairobi and Kakuma refugee camp provides insights into the situation and offers recommendations.

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Humanitarian Principles: The Urban Refugees’ Education Dilemma in Kenya

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  1. Humanitarian Principles: The Urban Refugees’ Education Dilemma in Kenya Dr. Loise Gichuhi Education in Emergencies Project Administrator University of Nairobi Humanitarian Partnership Conference 2015 Boma Hotel, Nairobi 15th to 17th September University of Nairobi ISO 9001:2008 1 Certified http://www.uonbi.ac.ke

  2. Introduction • The full story of refugees in Kenya goes beyond Kakuma and Dadaab. • There are evidenced phenomena of refugees increasingly moving to urban areas • UNHCR notes that only one third of 10.5 million refugees now live in camps. University of Nairobi ISO 9001:2008 2 Certified http://www.uonbi.ac.ke

  3. Introduction….. • More than half of the refugees UNHCR serves now live in urban areas, with the rest living in rural areas. • About 56,000 refugees live in various cities in Kenya, majority living in Nairobi. University of Nairobi ISO 9001:2008 3 Certified http://www.uonbi.ac.ke

  4. Introduction….. • This discussion is based on a qualitative case study research project conducted at eight primary schools, four in Nairobi and four in Kakuma refugee camp, “Quality Education for Refugees in Kenya: Nairobi and Kakuma (2014) University of Nairobi ISO 9001:2008 4 Certified http://www.uonbi.ac.ke

  5. Situating the problem • For the purpose of this discussion, urban refugees are the focal point. • Four schools were sampled on the basis of the number of refugees admitted to the schools at the time of the study. • Major research themes are cited and (recommendations made) • Some reflection on the principles of humanitarianism, University of Nairobi ISO 9001:2008 5 Certified http://www.uonbi.ac.ke

  6. Discussions…. • Many humanitarian actors’ activities are guided by four humanitarian principles: • humanity • neutrality • impartiality • independence. • Humanitarian principles provide the foundations for humanitarian action. University of Nairobi ISO 9001:2008 6 Certified http://www.uonbi.ac.ke

  7. Nairobi County • Largest urban refugee population • 56,000 refugees registered by UNHCR • UNHCR data indicates that • Somali population is the largest followed by • Ethiopians, • Congolese, • Sudanese, • Ugandan and • Rwandese, • while smaller refugee group residing in Nairobi include those from Eritrea and Burundi. University of Nairobi ISO 9001:2008 7 Certified http://www.uonbi.ac.ke

  8. Methodology… • Multi-sited, comparative case study • Data collection methods • Classroom observations • Semi-structured interviews • Document review • Interviews • Transcribed verbatim • Coded thematically • Etic and emic codes • School data was further analyzed in order for cross-cutting issues University of Nairobi ISO 9001:2008 8 Certified http://www.uonbi.ac.ke

  9. Key Findings … University of Nairobi ISO 9001:2008 9 Certified http://www.uonbi.ac.ke

  10. Data Speaks University of Nairobi ISO 9001:2008 10 Certified http://www.uonbi.ac.ke

  11. Language • Students enter schools speaking mother tongue • Current policy in Kenya • Schools teach in Kiswahili or English • Impact on students and teachers • Challenges- the learning of Kiswahili which is examined at KCPE • Strengths - Students want to learn English University of Nairobi ISO 9001:2008 11 Certified http://www.uonbi.ac.ke

  12. Curricullum • Current Policy • Schools follow national Kenya curriculum • Needed to pass KCPE exam • Impact on Students and Teachers • Challenges- difficult to teach due to range of educational and linguistic student backgrounds • Schools accommodate the religions of refugee students University of Nairobi ISO 9001:2008 12 Certified http://www.uonbi.ac.ke

  13. Materials and Resources • Textbooks • Lack of textbooks • Textbook quality falls short • Schools are overcrowded • Scarcity of latrines • Cultural issue - Sudanese girls cannot be seen by males going to latrines • Males are potential husbands University of Nairobi ISO 9001:2008 13 Certified http://www.uonbi.ac.ke

  14. At Risk Populations • Overage students • Language barriers and lack of previous experience result in allocation of older students in lower grades • No special desks • No preparation for integration • Need additional help in classroom especially to fit in and languages University of Nairobi ISO 9001:2008 14 Certified http://www.uonbi.ac.ke

  15. At Risk Populations • Female students • Female enrollment rates continue to drop with every grade level • Early marriage, FGM, and domestic work are causes of female drop out • Lack of reproductive health classes University of Nairobi ISO 9001:2008 15 Certified http://www.uonbi.ac.ke

  16. At Risk Populations • Unaccompanied Minors • Reasons for being unaccompanied - loss of family, mobile families looking for work, repatriated families sending children to school in host country • Some school programs are in place to assist University of Nairobi ISO 9001:2008 16 Certified http://www.uonbi.ac.ke

  17. Teaching Conditions/Practices…. • Methodology and Pedagogy • Teacher-centered pedagogy widely used • Discourse - “call and response” • Learner participation was passive University of Nairobi ISO 9001:2008 17 Certified http://www.uonbi.ac.ke

  18. Teaching Conditions/Practices • Teacher Training • Based on the findings of this study, teacher training is one of the areas that requires urgent attention • Programs are in place, but vary in quality and access • Teachers have expressed desire for training • Finding funding for training is an issue University of Nairobi ISO 9001:2008 18 Certified http://www.uonbi.ac.ke

  19. Teaching Conditions & Practices • Teacher Absenteeism , Motivation , and Turnover • Reasons for both- safety, participation in resettlement program, mobility for economic opportunities, and collection of rations • Low teacher motivation due to low pay, inconsistent pay, overall lack of support • Lack of training on the best methods to teach refugees University of Nairobi ISO 9001:2008 19 Certified http://www.uonbi.ac.ke

  20. Mobility and Migration • Refugee movement between Kakuma and Nairobi • Impact of mobility and migration • Student absenteeism • Lack of student documentation • Leaving students with extended family University of Nairobi ISO 9001:2008 20 Certified http://www.uonbi.ac.ke

  21. Community Schools • Funding is a major shortfall • Not supported by Kenyan Board of Education • Rely on community support • Impacts personnel, infrastructure, and material availability • Major strength • Community support • Education “buy in” University of Nairobi ISO 9001:2008 21 Certified http://www.uonbi.ac.ke

  22. Implications and Final Recommendations • How do the Key findings fit in the humanitarian principles? • Who are the Key Players? • Are they aware of their role? • Kenyan Teachers Training? Humanitarian Principles? Dealing with refugees? • What are the solutions? University of Nairobi ISO 9001:2008 22 Certified http://www.uonbi.ac.ke

  23. Reflection …… • What proactive role can the humanitarian do to improve on this ? • Is open admission policy enough in the integration process of the refugees? • Should there be a special curriculum and certification for the refugees? • Training of teachers..should it include refugees matters as an emerging issue ? University of Nairobi ISO 9001:2008 23 Certified http://www.uonbi.ac.ke

  24. Thank you Email :lopawer2@gmail.com Tweeter : @loise_gichuhi Skype: loise.gichuhi1 University of Nairobi ISO 9001:2008 * Certified http://www.uonbi.ac.ke

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