Category Archives: Kenya

Kenya Children & Work Videos

Kenya: Meet Mary, Working Child in School:

Kenya: Meet Karen, girl in apprenticeship pathway:

Kenya: Children Lead the Way Program:


Building Pathways for Working Children’s Access to Education in Kenya

Education was an important strategy for empowering working girls and boys to be protected and to access decent work in Kenya for CLW. The program worked with both the formal school system, including primary and secondary schools and vocational training, as well as non-formal education through skills training and apprenticeship.

This report, Building Pathways for Working Children’s Access to Education in Kenya, details the steps and strategies that SC and our partners underwent to ensure working girls and boys had access to and remained in education to ultimately access decent work. We outline the various roles each stakeholder played – teachers, parents, government authorities, community gatekeepers, as well as the children themselves, in the process. We also highlight how an integrated approach that not only takes into account access to quality education, but also protection, financial capability and economic strengthening, and child participation.

PhotoVoice training in Kenya: One training whose lesson is worth sharing.

“I wish we can give more of our time, energy to productive work like women in our community; we could have realized wealth a hundred times.” This was stated by Peter referring to men after undergoing the Gender and PhotoVoice training in Meru County in the Eastern region of Kenya. Gender PhotoVoice is a new concept/project for the Children Lead the Way implementing partners in Kenya. As the stakeholders meeting was beginning the participants were asked to state their objectives and expectation of the training and without surprise Stephen one of the participant said “Gender is women empowerment it is women fighting to be like men and this cannot be.”

 Photo1Kenya The above was a shared feeling by many of the men in attendance. But as the training begun and they were introduced to the definition of terms: gender, gender equality and equity and gender mainstreaming that ease was experienced in the training room. The ease was further soothed after the participants were introduced to the gender analysis tools and they participated in filling the “Gender timelines & role” and “Access & Control” tools.
The participants were divided into groups and later presented their discussions to the bigger group. The timeline tool was a mix of both sexes but this was not the case with the Access and Control tool in which each sex was given an opportunity to discuss on their own to compare the findings. After they presented the tools Stephen stated “women are really overworked and they control very little, they invest their time and energy but they are rarely recognized or recommended. Their work goes unnoticed. Our society is bringing up girls to be like women; overworked but own nothing and if they do they own very little and the boys are learning to become and live like men.”  Photo2Kenya

In the Access & Control tool children were identified as a line to be analyzed. To the surprise of the two groups; men indicated that women have control and access of children while the women had also indicated that men had full control and access of children. In the analysis Jennifer stated “children are hanging with no adult guidance; this could be the reason why our children are not doing so well in school and in life in general. None of us as parents is responsible of our children.”

Martha a participant making her conclusion remarks said “the tools we have discussed are a mirror of how we live our lives as members of our society, we have really seen the areas we need to address but how shall we do it? What we have seen is fully entrenched in our traditions and therefore hard to change.” To respond to her Chief Mwenda concluded “It is not easy but we can begin from ourselves; we take responsibility of living the lessons and sharing with our family members, our friends, pastors to do it in churches, and chiefs to do it in chief’s Barazas (Meetings) and in this manner we will change the community”

Big lessons hoped to change a community.

CLW Kenya and Burkina Faso Exchange Visit Report

Click here to read more about an exchange visit between CLW Kenya and Burkina Faso teams March 17-27, 2013: Burkina Faso Exchange Visit Report

This report outlines the exchange programme visit to Burkina Faso by a team of seven members supported by Save the Children Kenya. The team members comprised of three Save the Children International staff (one from Meru Field Office), one government officer from the Ministry of Labour and three staff from partner organizations AfCiC, K-NOTE and KAACR. The report provides details of the ten different forums where different activities were conducted within the ten days visit by the team in line with the working children, lessons learned, as well as recommendations.

Boniface Kanja Life Story, CLW Kenya

Component: Working Children
Boniface Kanja

Boniface Kanja is a 16 year old working child. He has worked at a hotel cleaning and sometimes cooking, where he earned 100 shillings ($1.20) a day. He would spend the money he earned on clothes and paying rent. Kanja comes from a single parent family headed by his mother who does casual jobs such as washing clothes in Kiandutu slum in Thika where they live.

He has seven siblings who all depend on him and their mother to meet their basic needs. Despite all these life hurdles, Kanja has been very keen on education and would often visit the AFCIC resource centre even when the school was not in session. He is also a member of a his schools Child Rights Club where he participates actively and has won several awards. He completed his primary education in 2012 at Kianjau Primary School within Kiandutu slum and scored 305/500 marks. “I had nothing to celebrate for even with the good mark since I knew that was the end of my education!”, said Kanja. The family was unable to raise secondary school fees and having had a relationship with AFCIC he came to seek assistance.

Kanja is one of the many working children in the three regions who have been financially supported with school fees to access secondary education. On identification of a vulnerable working child, an assessment is carried out by the partners’ project team in collaboration with community members to evaluate the level of household vulnerability. A decision is made whether a child qualifies or not and feedback provided to the family. In cases where the child is to be supported, the child, parents/guardians and CORPs are fully involved in the process. The best interest of the Child is the primary consideration for any decision taken. The partner organization then monitors the child in school and at home to ensure adequate support with regard to issues surrounding the child. For cases of education support, the fees are paid directly to the school.

Through Children Lead the Way, Kanja was financially supported to join Broadway High School. He performed very well in the end of term exam where he achieved a B plus grade. Kania had this to say when he brought his report form to the Project Coordinator: “This is a golden opportunity to pursue my dream of becoming a pilot. Thanks to the Children Lead the Way Project. I am very happy for your help and I promise to work hard. I am willing to mentor other children who are supported by the project with my own life experience.”