GEC-T Wasichana Wote Wafaulu (WWW) Project

GEC-T Wasichana Wote Wafaulu (WWW) is a DFID funded project implemented by a consortium of partners led by Education Development Trust and expected to run for five years, 11 months. The other consortium partners include Ananda Marga Universal Relief Team, Kesho Organization, Concern Worldwide and WERK. The project generally builds on the initial GEC-1 WWW phased out project that aimed at improving school enrollment, retention, attendance and learning outcomes for marginalized girls in Kenya. GEC-T WWW aims at improving learning outcomes and transition for marginalized girls in Kenya.

The project is designed to remove cultural and socio-economic barriers that have prevented/ made it difficult for primary school girls in arid and semi-arid lands and urban slums in Kenya transition to secondary schools.

Project Objective

Improving learning outcomes for marginalized girls in Kenya.

Geographical coverage

The project is implemented in both Samburu and Mombasa counties:

  • Covers 566 schools – 521primary and 45 secondary schools – spread across 8 counties in ASAL and urban slums
  • (Nairobi, Mombasa, Kwale, Kilifi, Tana River, Turkana, Samburu and Marsabit)
  • Has thematic and geographic leads

Contextual Challenges

The design of this project has been informed by existing cultural and contextual factors that negates girls’ education in ASAL and Urban Slums

  1. Poverty- H/H struggle to provide basic needs for education forcing girls to drop out
  2. Ingrained cultural attitudes – These manifests mainly through low value being placed on girl’s education by communities
  3. Insecurity: High risk of sexual violence and exploitation
  4. Workforce capacity: – low numbers of teachers, high rates of teacher attrition and low levels of professional teacher development
  5. Infrastructure: – Schools in ASAL are few and far apart; most schools in slums are low-cost private schools with limited facilities


WWW project is supporting 72,000 girls in currently in primary school to complete their current phase of education, achieve improved learning outcomes and transition successfully to a productive and positive next phase.

  • Pathway 1: Primary to Secondary: 56,000 girls, increasing secondary transition from 79% to 92%
  • Pathway 2: Primary to an alternative pathway (AP): 3,500 Girls entering a TVET/livelihood course
  • Pathway 3: Dropping out of school to catch-up class/ re-entry to education: 92,000 enrolled in catch –up, of which 4,600 re-enroll to school/ AP.

AMURT project targets

  • Pathway 1-Transitioning 5,878
  • Pathway 2-TVET Enrollment – 353
  • Pathway 3-Catch up centers – 941
  • Pathway 3-Apprenticeship – 66


  • Community Conversation (CCs): Is a community centered dialogue process which engages community gatekeepers on gender discrimination, girls rights in education etc
  • Cash Transfers: Seek to address the economic challenges facing the household with view of enabling them find alternative ways of survival, and ensure beneficiaries have time to learn and remain in school
  • Teacher Coaching and Training: Focuses on developing teachers’ pedagogical skills in literacy and numeracy; addressing gender inequality in the classroom supported by specialist lesson plans and learning materials
  • Child – to – Child Clubs: The Project provides a platform for girls to express themselves, acquire new knowledge, share their problems and find common solutions with their peers. This is meant to improve their health, self-confidence and aspiration to learn.
  • Girls School Kits: Are provided to marginalized girls to support their learning and ensure they are comfortable in school.
  • Catch-up classes/ centers: Will be set up for girls who drop out of primary school to support them re-enroll or pursue alternative pathways
  • Mentorship: The Project incorporates a mentorship programme for all the girls in all the schools to motivate and encourage them actualize their academic dreams.
  • Income Generating Projects (IGSs): Is to help families generate income to support girls, keep them in school and help them transit to higher education levels.
  • System leadership: Is a model designed to harness the expertise of successful school principals and deploy it to increase leadership and teaching capacity of all schools in order to raise education standards across the board.