• Tree planting
• Teaching Primary School pupils
• Creating awareness on Youth Entrepreneurship and Leadership Development
• Home visits and inter-cultural learning
• Volunteers will stay in a house provided by the local people 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.
Below please find the outline of the tours offered:
-3-Day tour to Maasai Mara Game Reserve
-4-Day tour to Maasai Mara Game Reserve and Lake Nakuru National Park
-4-Day tour to Amboseli National Park, Lake Naivasha and Maasai Mara Game Reserve
-4 day tour to Serengeti National Park and Ngorongoro Conservation in Tanzania
These tours can be conducted either before the project or at the end of the project and for volunteers with limited time over the weekends within the project.
In case you are interested in any of the above tours and other tailor made tours, please feel free to contact us for more information
• Epang’a Primary School was founded in 1928, by community members who valued education after being challenged by the Missionaries who had settled at Kima Mission Station.
• It is a two-streamed mixed primary school. It is thus an old educational institution which without doubt, has for decades positively contributed to the general development of the people of this community and beyond.
• It is a bridge of hope many have crossed to make the entire society to be what it looks like today and to that effect, we find it quite abnormal to just watch it go down to ruins as History and the future generations may judge us harshly in the name of justice.
• The school buildings which sprung up rapidly in a feat to run away from temporary and semi-permanent structures in 1970’s were poorly planned and the workmanship was very much wanting. The ratio of the mixture of sand and cement was so poor that within 19 years, most of the buildings had become so risky for habitation. One of the blocks in March 2005 was heavily brought down by storms; thank God children were not in school then. The Ministry of Public Health moved swiftly and condemned all the 15 classrooms in March 2005.
• From March 2005, a lot of effort has been made by the community members and very many other stakeholders to provide classrooms for the children. We have got a lot of support from the Government through CDF (Constituency Development Fund). The Ministry of Education and Luanda Town Council, KVDA (Kenya Voluntary Development Association), Bamburi Cement Factory, Former M.P. Honourable Kenneth Marende, the current M.P. Honourable Chris Omulele, Member of Country Assembly, Administrators (Assistant Chief and Chief), friends and well-wishers from all walks of life.
• The School has a population of over 800 pupils with improved classrooms constructed and connection to the national electricity grid
THEME: THEME: Youth Entrepreneurship and Leadership Development
Description of the Problem/Challenges
Challenges Facing Youth in Kenya: Below are some risk factors that affect entrepreneurship development in particular:
Rites of Passage: The absence of rites of passage means that youth are no longer well prepared for adulthood by the traditional means of providing youth with mentors who give them advice to equip them for adulthood;
Education: Suitability of education/vocational training for the labor market. There is limited access to secondary schools and alternative forms of education are lacking. There is also a need for life skills training in the education curriculum. At present, students are trained just to pass exams;
Inequality/regional disparity: There is inequality in many fields, and often this has a regional aspect. Youth in certain geographical regions are marginalized, with restricted access to opportunities that are available to other young persons. In
urban areas, poor youth and those living in slum areas have severely limited access to services and opportunities;
Society’s attitude towards youth: Youth face discrimination purely on the grounds of age. This is legitimatized by beliefs such as wisdom only comes with age, and that youth is merely a transition period. Society also perceives youth as irresponsible and troublemakers. This perception may contribute to difficulty in obtaining credit;
Expectations of youth: Society’s expectations of young people are not very clear. A gap in expectations has opened between what parents and older generations expect of youth on the one hand, and the expectations of youth themselves (influenced by their peers, and the media, etc.). Society’s expectations of youth may overshadow personal expectations and overwhelm youth. There is also an assumption that white-collar jobs are best and little encouragement is offered to youth to take up blue-collar jobs;
Displacement: Especially in slum areas, the demolition of homes has displaced many youths. Others were rendered homeless by the politically inspired ethnic clashes around election time in the 1990s. Homes on proposed road routes, close to power lines and railway tracks are being demolished. The social consequences, both short and long term, of such displacement are severe;
Policies: Gaps in, and unsuitability of, existing policy can be cited, along with important problems of implementation. Absence of youth participation in actual decision-making or implementation of policies affecting them was also cited. Youth are merely used as tokens in the policy formulation process;
Corruption: Corruption can be cited as one of the major risk factors affecting youth. It results in unequal access to resources. It is especially cited as a problem when youth are trying to establish businesses. Those who lack money to bribe have difficulty in getting assistance to set up their businesses;
Transition: Kenya is undergoing transition in many areas and this affects youth particularly. For example, there is a transition from an agrarian to an information based society, yet knowledge is not keeping up with the changes. Changes in social expectations are also resulting in confusion. Children are obliged to take on the roles of adults when households are decimated by HIV/AIDS. The influence and support of the extended family is also declining;
Choice of Role Models: Negative role models tend to be elevated. There is a dearth of positive models for leadership roles, exacerbated by the negative and corrupt image of leaders projected by the media. Parents, too, may often present negative role models in alcoholism and violence. The media glorifies negative role models, such as drug barons and advertisements for alcohol glamorize risky behavior.