Beyond trainings: teacher professional development

About a month ago, the Uganda National Examinations Board (UNEB) reported that as many as 80% of teachers in Uganda lack basic literacy and numeracy skills. The results come from assessments conducted in the country’s Primary Teacher Colleges (PTCs), and indicate a decline in performance from previous years. In the newspapers and online, people expressed their surprise and concern and engaged in debate about the causes of this issue.

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It is likely that the 80% statistic is a bit exaggerated, and I will maintain some skepticism until UNEB releases a full report on their methodology and findings. Institutions like UNEB tend to be a bit alarmist with such announcements.

However, teaching quality in Uganda, among other countries, is not a situation to be taken lightly. A limited supply of trained teachers remains a significant challenge to education systems in the global south. According to the UNESCO Institute for Statistics, in one third of all countries, only 75% of teachers are trained according to their national standards.

Governments like Uganda and Kenya, which both introduced universal primary education in the early 2000s, continue to face the immense challenge of keeping up with increased enrolment. It is estimated that to provide every child with primary education by 2030 (one of the UN’s lofty sustainable development goals), the world will need to recruit 25.8 million teachers. Communities in remote and/or conflict-affected areas, where the majority of out of school children reside, face an even greater difficulty with recruiting and training teachers.

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Many international organisations have responded to the issue of education quality. But which of their approaches are the most effective? How can the international community best support countries to develop a strong supply of teachers?

When it comes to teacher professional development, most international agencies rely on the obvious solution to the problem of teacher quality: more training for teachers. Often, these donor-supported activities take place outside of existing teacher education institutions (like Uganda’s PTCs).

Anyone who has worked in international development, or any civil society or government organization anywhere, can picture what one of these trainings look like. Participants spend the day sitting at a table in a bare room. A facilitator, armed with chart paper and markers, leads some activities. After an hour or two, participants’ attention is focused more on the tea and coffee on the back table than the content of the training. At the end of the day, participants sign an attendance sheet and, if the facilitator is keen, a survey to monitor their learning outcomes. The facilitator and NGO staff leave hoping the training content will stick with the participants.

And sadly, too often, the effort ends there. No matter how engaging or relevant the material presented to the participants, true professional development for teachers cannot end with a 9-5 training.

Effective monitoring of teacher professional development at the school and district levels is crucial. Donor agencies should support school administrations to develop strategies for teacher support in their schools. This includes regular observation and assessment, open classrooms, and educational of practice. Effective school-based monitoring is also key to improving teacher motivation. Weak renumeration schemes are not the only barriers to retaining teachers in schools (although they certainly help: in Uganda, teacher attrition dropped by 24% between 2005 and 2006 after a 33% pay rise). Teacher motivation is also improved when teachers are actively supported by their head teacher, other teachers, and their district education offices. They are also more likely to stay when they are involved in decision-making and school development plans.

Donors should also consider ways to build the capacity of local governments to monitor teacher quality, and track teacher attrition and movement between schools. This could also involve supporting governments to develop their own locally relevant professional development programs for teachers in their districts or counties, in partnership with institutions like Uganda’s PTCs.

School administrations are also beginning to consider approaches that blend online coursework or videos with in-person instruction. Videos may be used to prepare teachers for in-person trainings, or as supplements during or after the trainings. Research has shown that a blended approach to professional development is more effective than single-mode trainings. It may also reduce the costs associated with scheduling multiple trainings with a consultant when information can instead be disseminated electronically.

Finally, we need to improve our understanding of teacher professional development globally. This includes improving our data on teacher qualifications in general – a messy endeavor given the range of different national standards across and within countries. It also means supporting research institutions to investigate issues affecting teachers in their respective regions, and thus developing a stronger base of evidence on the most effective professional development strategies in different contexts.

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Donor-funded professional development programs, and their many trainings, will continue to be part of how organizations seek to improve education quality in the global south. And they are certainly an important place for sharing knowledge and best practices in teaching and learning. But they must be considered one part of a more systemic approach to education quality, that includes school-based support, communities of practice, and district-level monitoring.

The availability of well-trained, motivated, and supported teachers is key to positive learning outcomes among students. We frequently hear stories of how a single teacher can change the lives of his or her students, so just imagine how powerful an effective teaching force and transform a community or country.

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Learning through play in northern Uganda

While procrasti-reading earlier this week, I came across an interesting article discussing disparities in play-based learning in American early child education. Lower-income public schools are less likely to have the resources and time to dedicate to meaningful play that encourages inquiry and creativity. When there are increased pressures to introduce academic skills early and ‘close the achievement gap’, child-directed play is often replaced with more worksheets, instruction, and testing.

Especially in the pre-school years but also throughout primary education, play is essential to children’s cognitive, social, emotional, and physical development. This seems obvious to those of us who had the privilege of learning in environments that were structured and facilitated in ways that encouraged us to learn through play. As a kid at home and at school, materials like counting cubes, paint, and craft supplies were part of my daily routine. I had so much lego I could have moved out of my parents’ at age 8 to live in my own lego house (a goal that I would still like to achieve one day).

Last week, I had the opportunity to visit two schools where play is a central component of a holistic early childhood development model. But I wasn’t in a middle-upper class neighbourhood in North America. I was in Arua and Koboko, two districts in the West Nile region of northern Uganda.

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An MECP-supported classroom in Koboko, Uganda.

The schools I visited are part of the renowned Madrasa Early Childhood Program (MECP), an initiative of the Aga Khan Foundation (AKF). The program was started in 1986 to provide pre-school education to underserved Muslim communities in the coastal region of Kenya. The first MECP curriculum combined contemporary pre-school content with local Swahili culture, language, songs, and stories. The word madrasa comes from the Arabic ‘a place of study’. In the context of this program, however, the word refers to pre-schools.

The MECP is now 30 years old and has established over 200 pre-schools in Kenya, Tanzania, and Uganda, and has reached over 70,000 students. Each of the three countries has an early childhood development resource centre used for teacher trainings and outreach. The MECP has trained over 4000 teachers and over 1700 government officials, and the program’s early childhood development institute in Kampala, Uganda is now an accredited teacher training institution. The program is engaged in meaningful research, advocacy, and policy work surrounding issues of education and early childhood in East Africa.

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Display boards in the MECP resource centre in Kampala, Uganda.

As the program grew, schools developed school management committees (SMCs) intended to engage community leaders and parents (including women and mothers) in the school management process. This allows communities to take pride and responsibility of the madrasas in meaningful and locally relevant ways.

The madrasas pay keen attention to local context in their design and implementation. In the schools in Arua, instruction is in the local language Lugbarati, while in Koboko the teacher and students speak Kakwa. During one visit to a madrasa in Arua, the students split into two groups for 30 minutes of religion. One teacher guided Muslim students to a mosque next door for prayers and Quran, while another teacher read a Bible story to the Christian students.

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A daily schedule in a madrasa in Kampala.

One of the most impressive features of the madrasas is that almost all of the learning materials are made from recycled objects or materials from the school’s surrounding environment. The ECD resource centre has developed innovative ways to turn old bottle caps, maize, and plant fibres into math manipulatives and art supplies. The teachers have attended workshops where they create their own storybooks in both English and the local language.

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Group work in Koboko, Uganda.

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Locally made literacy materials.

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Math with maize!

In a context where classroom models are largely based on teacher-led instruction and rote learning, it is refreshing to see students away from their desks, being active, and learning together. According to a study published in the International Journal of Early Years Education, the program has had significant positive impacts on children’s cognitive development and their school readiness, when compared to students who attended other preschools or remained at home. This is not just because madrasa students begin Primary 1 already having basic numeracy and literacy skills, but also because they have a more positive relationship with learning. Teachers often tell us that students who complete the madrasa program and progress to Primary 1 sometimes come back to the madrasas and wish they could stay. And I don’t blame them – my mornings spent in the madrasas made me wish I could be a student there too.

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An MECP classroom in Kampala, Uganda. The MECP established pre-schools throughout central Uganda before expanding its support to West Nile region, where I currently live and work.

My visits to the madrasas were one of my first activities as an international development management fellow with AKF. During my fellowship, I won’t be working directly with the MECP, but it was wonderful to visit some of the schools being impacted by the program’s work. During my fellowship, I’ll be working in monitoring and evaluation for some of AKF Uganda’s other education projects, which include education system strengthening, community libraries, ICT for teacher professional development, and youth adult literacy. If you’d like to learn about those projects, keep an eye out for my future blog posts.

The views expressed in this post are entirely my own and do not represent the views or opinions of the Aga Khan Foundation, Aga Khan Development Network, or Global Affairs Canada.

 

City, Camp, Village

Back and forth from Kakuma to Nairobi, the past few weeks have been good to me.

Outside of work, I spent my October in Nairobi exploring new parts of the city and spending quality time with friends. I enjoyed escaping the traffic-filled streets by exploring some of Nairobi’s green space, including Uhuru Park and Karura Forest. (Both of those locations, by the way, were sites of controversial urban development projects planned during Daniel Arap Moi’s presidency, and a history of environmentalist and anti-capital protest led by Nobel Laureate Wangari Mathai). My visit to the main campus of the University of Nairobi made me miss campus at home, and a good friend has been gracious enough to take books out from their library for me. I also had the pleasant surprise of meeting up with one of my professors, who was in Nairobi for the launch of a new global research initiative called OCSDnet.

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A rugby match at Impala field, Nairobi

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The Institute of African Studies at the University of Nairobi

Uhuru Park, Nairobi

Uhuru Park, Nairobi

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Karura Forest, Nairobi

I’m back in Kakuma here and am staying for the month of November. My main objective for this visit is to conduct interviews and focus groups for my research, which have been going swimmingly. I’m researching how education in host communities (the hosts of refugees) has been impacted over the years by the presence of refugees in Turkana West (the sub-county in which Kakuma is located). I’ve been speaking with teachers, Turkana elders, and other community members who have been sharing their thoughts about infrastructure, conflict and security, culture, pastoralism, NGOs, and government. My main source of data is the stories and experiences of my interviewees, the oldest of whom have seen their communities change considerably since the establishment of the refugee camp in 1992. Where necessary, my co-workers have translated Turkana for me. The interviews have taken place in classrooms, under trees, in ekol (a hut), and an Ethiopian restaurant in the camp called Franco’s. This week I’m travelling to Lodwar, the capital of Turkana County, to meet with a government official. Needless to say, I’ve been learning a lot.

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A research interview location

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Turkana village

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Beautiful landscape of Turkana West

After work, I’ve been going on walks into the camp to explore and buy snacks like samosas and fruit. I’ve only been able to explore part of it by foot because the whole place is very large. But I’ve visited schools in all parts of the camp. It’s very cosmopolitan, with people of similar nationality congregating in certain areas. In many ways, the camp is like a small city. In other ways it’s not, as there are regulations that restrict the movement and activities of its residents that wouldn’t happen elsewhere (if you can access them, I’d suggest the works of Rose Jaji, Barbara Harrell-Bond, and Jennifer Hyndman on this topic).

On Saturday, the UN announced that starting Sunday, food rations in Kakuma and Dadaab refugee camps would be reduced by 50% until the end of January 2015. This is a drastic reduction of an already modest diet. The local economy, which relies on the trade and resale of grains and pulses received as ration, will take a big hit. The purported reason for the cuts is that the international food aid supply is overstretched by the humanitarian crises that have happened this year. I am not convinced by this explanation. Surely, measures should have taken to more moderately manage the flow of food supply in the camps. A 50% reduction all at once is unacceptable. The camp residents themselves were give 24 hours notice. Sorry, that last part was a bummer but I think it’s important to share.

On a completely different note, earlier today I booked a flight to Ethiopia. While I’m away, I’ll visit the museums, markets, and restaurants of Addis Ababa; I’ll see Fasil Ghebbi in Gondar, which has been called ‘Africa’s Camelot’, and explore the famous rock-carved churches in Lalibela. By the time I get back it’ll be Christmas! I’m planning to spend Christmas with my roommate’s family in Kericho, Kenya. I’m sure I’ll especially miss home at that time, but at least I won’t be alone over the holidays. Stay tuned!

The views expressed in this blog are entirely my own and do not represent the views or opinions of the World University Service of Canada, the Kenya Equity in Education Project, or Windle Trust Kenya.

Travel and Trainings

I can’t believe it’s been almost two months since I’ve posted here, and that my placement is almost halfway done. I’ve been learning a lot (often the hard way) and I feel really lucky that I get to live and work in two different environments. I’ve been back and forth between Nairobi and Kakuma a few times, each offering a different type of experience. When I’m at the Kakuma office, I get to visit schools and learn more about the ins and outs of implementation from our experienced field staff. When I’m in Nairobi, I can observe how decisions are made while managing expectations from both the field and our donor. Both are valuable, but things are a little easier in Nairobi, where there is high speed internet and hot water and grocery stores. Here are some highlights (and lowlights) from the past little while:

In mid-August, we held a conference for girls on KEEP scholarships. The conference included sessions on goal-setting, health, and an evening hike. My favourite part was when the students had small group discussions on their experience with the program, and then made presentations to the larger group. The first few presenters were shy but slowly they became more candid, being silly and making each other laugh as they shared their insight. There was lots of dancing during the lunch hours, and everyone freaked out when I joined in. I don’t think I’ve ever made so many people laugh at once.

A few days later, I saw it rain in Kakuma for the first time. When it rains there, it raaaaaains. It only happens a few times a year, so the ground has little ability to absorb water, meaning that a completely dry stretch of land can become dangerously flooded within a few hours.

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That week I helped distribute some materials to the schools in the camp. In the camp, the flooding had damaged people’s homes and businesses. Our vehicle got stuck in Kakuma 3 for two hours, and so a co-worker and I walked around in the mud while the driver fixed the situation. The local kids were delighted to see a barefoot mzungu ankle-deep in mud.

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That week, I attended a teachers’ training on gender responsive pedagogy. It was held in Lokichoggio, a town about 30km from the border with South Sudan. I wasn’t there to be trained, but I enjoyed attending discussions on gender stereotypes, barriers to girls’ education, safe schools, how boys and girls tend to learn differently, and creating gender-responsive lesson plans. The teachers enjoyed the training, but some of the refugee school teachers were concerned that the strategies would be too difficult to implement in their classrooms, many of which are crowded with upwards of 50 students. And some of the teachers have not been formally trained. Several had never seen a lesson plan, let alone one that considers gender dynamics in the classroom. But introducing any discussion about gender in education is a step in the right direction.

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With one of KEEP’s education officers at the training in Lokichoggio

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Back in Nairobi, I finally wrote my research proposal for thesis, which is very exciting. Before coming to Kenya, I was almost sure that I would explore something to do with schools in the refugee camp. However, I’ve become more interested in the host community outside the camp. I’m curious about education among the Turkana, a marginalized community in Kenya and whose education services remain minimal despite the presence of NGOs in the region making large investments in refugee education. There are several studies on tensions between refugees and their hosts, especially about resources and land. But there is nothing in the literature about education services in a refugee-host context. The KEEP project is the only NGO initiative in Kakuma delivering support to both refugee and host schools, and I’m wondering how KEEP’s work can inspire thought about an integrated approach for education in such a context.

Hope you didn’t fall asleep there. I celebrated finishing my research proposal with a day trip to Naivasha, a lovely town about 1.5 hours drive away from Nairobi. Actually, I tagged along with co-workers who were going there to preview a potential venue for a conference we are holding in December. While there, we took the opportunity to visit the beautiful Hell’s Gate National Park. It’s called Hell’s Gate because of a geothermal activity underground from nearby volcano Mount Longonot, creating hot springs (“Devil’s shower”) in and around a spectacular gorge (“Devil’s bedroom”) that visitors can walk through. We rode our bikes to the gorge from the park entrance, a 7.5km trek. Along the way we saw dozens of zebra, as well as some gazelle, buffalo, monkeys, baboons, and secretary birds.

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When I got back to Hell’s Gate, I went to a concert with my friends at a club in Nairobi. The famous Kenyan group Sauti Sol was performing. I had recently heard some of their music, and I’ve always wanted to attend a Kenyan concert. Here’s one of their recent hits, Sura Yako: https://www.youtube.com/watch?v=lEJw64Zl28U. I can’t believe that in the same day, I rode my bike up close to beautiful wildlife, and had a night out at a concert in the city.

And then back to Kakuma on October 1st, this time only for 6 days. We held a two-day field-level planning session with all our remedial teachers and community mobilizers. On Saturday, our clubs development consultant coordinated a networking day with teachers and students participating in clubs activities in our schools. I was given the task of facilitating some focus groups and activities. I really enjoy practicing my facilitation skills, and I seize the opportunity to do so whenever I can, especially because my role as monitoring and evaluation assistant keeps me at a computer most of the time. I learned a lot about clubs activities that day and some of the gendered implications of extra-curriculars. We hope that through trainings for teachers and networking days, we’ll start to see both boys and girls become more engaged in sports, the arts, environmental stewardship, and most importantly, FUN.

At a KEEP field-level planning session in Kakuma

At a KEEP field-level planning session in Kakuma

So now I’m back in Nairobi, and things are quiet in the office while many of our staff our in Dadaab. I’ve spent the hanging out with friends, cooking, and catching up on some much-needed alone time. Thanks for reading this long post! Hopefully it won’t be long before you hear from me again.

In conclusion, here is a picture of me kissing a giraffe.

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The views expressed in this blog are entirely my own and do not represent the views or opinions of the World University Service of Canada, the Kenya Equity in Education Project, or Windle Trust Kenya.

Intro to Kakuma

The views expressed in this blog are entirely my own and do not represent the views or opinions of the World University Service of Canada, the Kenya Equity in Education Project, or Windle Trust Kenya.

The last time I posted, I had just arrived at Kakuma refugee camp. It’s been about three weeks since then, two of which I spent in Kakuma, and one in Nairobi to fulfill some duties at our head office.  Now I’ve been back in Kakuma for two days and expect to stay here until mid-September.

Kakuma is a semi-arid region in the northwest of the country. There has been a refugee camp here since 1992, initially established in response to Sudan’s second civil war. The inhabitants today are primarily from Sudan, South Sudan, and Somalia, although there are others from the Congo, Burundi, Rwanda, and Ethiopia. Since December 2013, there has been an influx in population due to South Sudan’s ongoing civil conflict. The population is about 130,000.

An aerial photo of Kakuma from Wall Street Journal http://blogs.wsj.com/photojournal/2013/09/03/worlds-largest-refugee-camps/

An aerial photo of Kakuma from Wall Street Journal http://blogs.wsj.com/photojournal/2013/09/03/worlds-largest-refugee-camps/

The camp feels like a small city – there are roads, shops, and restaurants (I had lunch at an Ethiopian restaurant on Eid and it was yummy). The wildlife consists mainly of goats and cats. Due to the dry climate, people rely mainly on food supplies from the World Food Programme (WFP) and a range of informal economic activities. It is divided into 4 main districts and each is subdivided into blocks. The largest district is Kakuma 1 and it begins just outside of the compound I live in. There are four main compounds for development/humanitarian workers. There’s one for the UN, one for the WFP, a third for smaller NGOs, and another for miscellaneous residences. I stay in the third one. Here, there are two offices for our NGO, Windle Trust Kenya (WTK), and others for the Lutheran World Federation (LWF), Jesuit Refugee Services (JRS), Norwegian Refugee Council (NRC), IsraelAid, FilmAId, World Vision, and more.

A few vehicles in our compound.

A few vehicles in our compound.

Next to the camp, there is a small town that is also called Kakuma. I can go there to buy bottled water, snacks, and airtime for my phone. Actually, I could walk there by myself during the day as Kakumais very safe. The 25km radius around the camp is deemed a ‘safe zone’ for development workers, which means I can travel throughout this area without armed security guards.

I like going into the camp or walking to town because it’s the closest I can get to the hustle and bustle of a city. When I walk to town I usually find a few kids following me, and there are many cuties who incessantly yell “HOW AH YOU HOW AH YOU HOW AH YOU” until I acknowledge them. The atmosphere in Nairobi is much more cosmopolitan so my presence usually doesn’t phase anyone (although I do get some weird glances getting on the matatu) but here in Kakuma my white skin is a bit more of a novelty for the kiddies. In town there are also many Turkana, a Nilotic ethnic group who are unique in how they’ve preserved much of their traditional way of life despite Kenya’s industrialization.

It is very hot here. Most of the time I am a sweaty mess. During the day, the temperature gets up to 34 or 35 Celsius. It’s not so bad during the night, when it can get as low as 25. Actually, it’s winter now so we’re experiencing the year’s coolest temperatures, and I can expect to experience 40 degrees and up when I come back later in the year. Luckily, it is not humid like the smoggy disaster Toronto is during the summer. Also, one of our offices has an air conditioner and I successfully got myself a seat in that room. The challenge is trying to get my coworkers to keep the damn door closed, especially when it’s busy and people are constantly coming in and out of our cramped workspace. Because our compound’s electricity runs on a generator, we have scheduled power outages to save energy. Two hours every day Monday-Saturday, and four hours on Sunday morning. Running water is also shut off between 10pm and 6am, but I’m usually showered and in bed by then because the heat tires me out.

Just outside the WTK offices

Just outside the WTK offices

KEEP works in 33 schools in Kakuma. About half are in the refugee camp. The others are in host communities, which are in the surrounding region and enroll both refugees and Kenyan nationals. I haven’t been to a host community school yet (some are a considerable distance away) but I will next week. My first visit to a Kakuma school was during Saturday remedial classes. They were for students in grades 6, 7, and 8. The schools are very plain in construction and contain wooden benches and tables. They are, as my Nairobi roommate says, “concrete schools with nooooo art!”. The remedial classes were very big. One had 105 students and only 1 teacher. When I walked in with a few other staff, everyone stood up until we asked them to sit. When I introduced myself, everyone responded politely with a resounding “GOOD AFTERNOON!” Thinking what it would be like to do a similar visit in a Canadian grade 8 classroom, I picture students slouching, chewing gum, and rolling their eyes. Not that there’s anything wrong with slouching, gum, or eye-rolling, but the students in the remedial classes have a refreshing enthusiasm for learning.

One of the schools in Kakuma 3

One of the schools in Kakuma 3

So WHAT am I doing here? As Monitoring and Evaluation Assistant, I’m providing on-the-ground assistance for KEEP’s data collection/entry/organization needs. We’re dealing with a lot of data. My main project for my first visit was to coordinate a team of data entry clerks to input the performance (grades) and attendance data for the 33 schools we work in. I worked with some wonderful high school students. It was very tedious. The schools aren’t the greatest at keeping complete and organized records. And you can’t always blame the teachers, who keep records with pen and paper and are very busy with classes of 40-60 students. It is also difficult to track when and why students switch schools, stay back a year, or drop out, which are issues we are trying to learn more about. We also collect attendance data for our remedial classes (every Saturday, plus 5 days a week during holidays), scholarship program, and distribution activities (sanitary pads, textbooks, uniforms). Our goal is that we will be able to demonstrate a relationship between improved attendance/performance among girls and the services we provide, whether it be positive or negative, to understand how refugee girls can be best supported to succeed. So yeah, that’s what monitoring is! Unfortunately it makes a lot more sense in theory than in practice, considering contextual factors like regional conflict (like the recent influx of refugees from South Sudan), challenges with IT infrastructure, and various in-school realities.

Hopefully the last paragraph didn’t bore you. There are fun things to do here too, though I admit it’s slim pickins’ for entertainment. Our common room has a TV with many channels, so I can watch the Kenyan news, or BBC or alJazeera. I discovered last night we have the Food Network and TLC. I’ve been enjoying watching a show called Naswa, which is basically Just for Laughs Gags, only Kenyan. And of course, I can catch up with what Marie Cruz or Octavio have been up to on one of the Mexican soaps. There’s also a bar in our compound where I can get 500ml of Tusker beer for 180 bob (around 2 bucks). The bar is called Katherine’s, which perhaps is a sign someone is looking out for me because my best friend is named Katherine. And yes, there are some good parties in Kakuma. For some reason, everyone here refers to one as “a bash.” I went to a bash at the LWF mess hall a while ago. I was too shy to dance, being the only mzungu, and having had only 2 beers, but it was still pretty chill.

There’s one last thing I’ll mention because it’s really exciting. Yesterday I attended a graduation ceremony for all of the WUSC scholarship recipients heading to Canadian universities next month! This year, WUSC is sponsoring 45 students, half of which are from Kakuma. In Canada, I’ve volunteered with the Student Refugee Program for three years and it was incredibly special to see the students before they embark on this new chapter of their lives. The students did a great job of organizing the event and it was inspiring to hear speeches from the class representative, our program director, and a rep from the UNHCR. I felt privileged to hang out with Majak, who is heading to UTSC in the fall and is cousins with one of the students who arrived at UTSC two years ago. I can’t wait to see him again when I get back to Canada in February and help out with our WUSC local committee again.

Me with Majak, who's heading to UTSC in the fall!

Me with Majak, who’s heading to UTSC in the fall!

Some handmade posters at the grad ceremony

Some handmade posters at the grad ceremony

There’s a lot in store for this visit to Kakuma. This week we are hosting a conference for all of the high school girls in our scholarship program and their parents. Then next week, I’m going to a town called Lokichoggio, near the Sudanese border, to attend a teachers’ training on girl friendly classrooms. Then, back to working with data. I’ll also be working on my research proposal for my undergrad thesis. Stay tuned for more on that!

Welcome to my blog

This week I am saying goodbye to family and friends as I prepare to live in Nairobi, Kenya for 8 months. Like many people who choose to leave home for an extended period of time, I’m learning how difficult it can be to summarize what I expect from my experience in a single conversation. I’m fairly introverted, and so I usually wait for people to ask me about my future plans, only to be disappointed at the end of the exchange because I didn’t get to express what I wanted. So it’s a good thing I’m starting a blog. I express myself best in writing, and for the next 8 months, I think I’ll have lots to say.

My name is Marc Lombardo and I am a fourth year undergraduate student at the University of Toronto Scarborough. I study International Development and Socio-Cultural Anthropology. I’m thrilled to say that in one week, I will be arriving in Nairobi, Kenya to begin an 8-month internship with the World University Service of Canada (WUSC) a Canadian NGO that partners with an organization called Windle Trust Kenya (WTK) to provide education for refugees.

I will have the privilege of working as a Monitoring and Evaluation (M&E) Assistant with the Kenya Equity in Education Project (KEEP), a three-year initiative that WUSC and WTK are implementing under the UK’s Girl’s Education Challenge. (Sorry for the acronym overload…but welcome to the world of international development). While there, I will be supporting efforts to collect, organize, and analyze information on KEEP’s progress and provide project feedback. To get a sense of what all this entails, I’ll list here a few questions that I’ll be asking myself while on the job: How can we use qualitative and quantitative data to represent an organization’s impact on a group of people? What research methods are most appropriate for understanding a person’s lived experiences in relation to a development intervention, and how can these methods be employed ethically? And then, how can we take all this information and relay it to different audiences?

Before leaving Canada, I am doing my best to read about refugee life in East Africa and keep up with current events in Kenya. As I prepare, I realize more how little I understand as a Canadian entering a foreign context. My goal is to be humble and maintain an open mind as best as I can. This certainly will be a rewarding learning experience as I live, work, travel, and meet new people in this beautiful country, and so I’m delighted to be starting this new chapter of my life.

I’ll post an update after I arrive in Nairobi next week. Hopefully my writing style doesn’t prevent you from returning to read another post (I’m best at writing essays, not blogs!).

Until then,

Marc

marcbackpack

The views expressed in this blog are entirely my own and do not represent the views or opinions of the World University Service of Canada, the Kenya Equity in Education Project, or Windle Trust Kenya.