Manual work and Intercultural activities:
• Brick making for classrooms construction.
• Social work majorly guiding and counseling
• Field visits and face to face meetings with the local people
• Participate in home visits to enhance inter-cultural education and solidarity
• Volunteers will stay in classrooms at the School with very basic living conditions. Volunteers have an obligation to climb down the level of the people with the aim of exposure to development challenges.
• KVDA will provide foodstuffs and volunteers will cook their own meals in turns. Water is available from springs and it is recommended that drinking water should be boiled or medicated. Mineral water available at supermarkets is also recommended.
• The Government policy to install ICT in primary schools has seen connectivity to the national power grid for most educational institutions in Kenya and this makes it easy for volunteers to use electric appliances while at the project.
• Furthermore, we invite you to bring typical food, spices, drinks, games and music from your country (for an intercultural evening) – and a lot of motivation!
KVDA offers educational tours to spectacular sites including the renowned Maasai Mara Game Reserve at separate fees. Please contact us for specific tour information.
The institution was established in 2011 and registered as a community based organization in 2012.
It major focus is to address the challenges facing the local community and foremost the high poverty levels, disease and social exclusion. HIV/AIDS is among the leading scourges of the times within the local community and this call for urgent strategic intervention to manage the difficult situation.
The School has a population of 150 children and there are 13 teachers employed to take care of the institution.
Further, the School faces grave challenges with regards to infrastructural development and it urgently requires construction of classrooms to accommodate the increasing student population.
THEME: Enabling Children to access quality Education
• Primary Education While the free primary education (FPE) program has increased access to primary education especially among poorer households; ancillary costs of primary education (such as school uniforms) continue to hinder the educational attainment of many children. In addition, the provision of quality education remains a challenge. This was highlighted by a recent study by Uwezo (2010) which found disappointing levels of learning among primary school children. The continued and consistent dominance of private schools in the KCPE has further raised concerns about the rising disparity in quality between public and private schools.
• As students from richer households increasingly enroll in private primary schools, designing policies that address the achievement gaps in public primary schools will overwhelmingly benefit students from poorer households that are unable to access private schools. Evidence from randomized evaluations suggests a number of key cost-effective interventions that could be introduced to address the inequities in access and achievement in primary school.
• In 2009, the secondary school net enrollment rate was approximately 50% (World Bank, 2009), while the primary-to-secondary school transition rate was equally low at 55% (MOE, 2010). Despite the recent reductions in secondary school fees, these fees still present a major financial obstacle. The 2005 Kenya Integrated Household budget shows that on average secondary school expenditures accounted for approximately 55% of annual per capita household expenditures. While the increased availability of bursaries (e.g. from the CDF) have provided many families with financial assistance, the pressing burden of secondary school fees prevent many students from attending secondary schools. These financial barriers are especially important for females and vulnerable groups such as orphans, and the poor. The continued poor public school performance in the KCPE can also act as a barrier