EDUCATION EMPOWERMENT
TINADA work to ensure that every young person has the opportunity to learn and grow, no matter their background or circumstances. Many young people do not have the ability to access their right to education because of a myriad of reasons including family socio-economic status, natural disasters, wars and conflicts. TINADA Youth organization is determined to enable these children to start school well, get retained and transition across levels. This will be done through creation of innovative models that promote access and enable retention despite the context specific challenges. TINADA youth organization will also create centers of excellence that protect the mental health and wellbeing of learners and enable completion of school.
In Kenya, there are a number of children who aren’t in school because of myriad reasons including disasters or are kicked out regularly because their families can’t pay the basic fees. These children live in fear of being called from class and sent home. Some families in rural and informal settlements cannot afford to support their children's education because of extreme poverty. While millions of children are living a life on the move, left homeless because of factors such as war, famine, and natural disasters. And a life on the move leads to a higher chance of family separation, leaving children having nobody to care for them, elevating the risk of drop outs. Poor-quality teaching and large class sizes still affect the quality of children's learning. The pupil-to-teacher ratio remains very high in some counties. In pastoral communities a perceived lack of value of schooling, long distances to schools and high rates of child marriage all contribute to untimely termination of education before completion of basic levels.
The program will work with government, partners, private sectors, CSOs to help increase enrolment, retention and learning outcomes for girls and boys in pre-primary and secondary education. It will put particular emphasis on rural, remote areas, informal settlement, arid and semi-arid land for support. This strategy focuses on involving young people in meaningful and effective education including those with disabilities. We shall also concentrate on innovation, refugee education and alternative ways to provide basic education.
TINADA Intervention Models
- Support parents and caregivers to support children from birth through adolescence
- Support Early Child Growth and Development (ECD) and school readiness
- Build reading, writing and math skills in primary school age children
- Develop technical and life skills for adolescents.
- Support child and youth education sponsorship, linkages and technical skills
- Support parent as first teachers on enhancing nurturing care through: Sensitive and responsive parenting, Well-being as a family affair and Holistic child development
Education specific objectives and expected outcomes
| Goal: Enhance education empowerment of girls and boys in primary, secondary and Tertiary education, particularly in rural areas, informal settlement and arid and semi-arid areas. | |
|---|---|
| Specific objectives | Expected Outcomes |
| Build capacity of caregivers with focus on parenting skills and household economic strengthening. |
❖Improved social and cognitive development for children ❖Improved mental wellbeing for children ❖A good foundation for children. |
| Promote community owned innovation that enhance attainment of cognitive, language, social and motor capacity and sense of self. |
❖High self-esteem and sense of self-worth among children ❖Improved performance ❖Effective integration and equal opportunity for children with learning difficulties and other disabilities in education centers. |
| Support community participation in competency-based curriculum review and improvement to support inclusive learning and education. |
❖Increased parental involvement in implementation CBC. ❖A good learning environment that supports all children. ❖Reduced stigma and discrimination against vulnerable children. |
| Promote retention and improve learning outcomes for girls and boys in primary and secondary education, particularly in rural areas, informal settlement and ASAL |
❖ Improved literacy level ❖ Positive youth development and economic outcomes. ❖ Improved social equity. ❖ Reduced risky behaviors among young people. |
| Promote enrollment by linking and supporting young people to access scholarships, bursaries and other education support. |
❖Enhanced transition from primary to secondary to tertiary levels Enhanced equity in access to education ❖Reduced percentage of young people dropping out of school. |
| Strengthen systems that enhance education for all in LREB counties with focus to competency-based curriculum |
❖Greater investment by Government, private sector and non-governmental organizations to implementation of CBC. ❖Education technical working groups educational programs. |
| Promote the rights of children to access education and child protection in emergency situations |
❖Consistent access to education by children in emergency prone areas. ❖Improved retention in school and learning outcome among children in emergency prone areas with safe spaces |
| Create and support 3 model, safe, nurturing and Trauma free schools |
❖Adoption of safe, nurturing and Trauma free schools. ❖Mentally healthy and Positive trauma free learning environment |
| Establish a model community TVET |
❖Empowered youths in the community with economically viable and industry appropriate skills. ❖Increased number of young people with entrepreneurial skills |
