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GEC-T Wasichana Wote Wafaulu (WWW)

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 to transition to secondary schools

improving lerning outcomes for marginalized girls in Kenya

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

During the year under review, ICOP project focused more on employing strategies that catalyze OVC households’ transition and  graduation, galvanizing local communities’participation for OVC ownership and progressively increasing County Government responsibility of  OVC care  for sustainability. These strategies include; engaging local communities more  often, continuous  engagement of  local CHVs and 11 CBOs , Intensive  engagement with  Siaya county Government  to increase political and financial commitment for a sustainable OVC response, engaging ‘OVC HH transition/graduation’ discussions with  local communities and County Children’s office, ensure  collaborations with other USG & Non -USG actors, while maintaining Rights based  and Gender sensitive principles aligned with PEPFAR 3.0.To this end, ICOP has been cognizant of the fact that Local community, Local Gorvernment and civil society partnerships are critical to the project  success and ongoing sustainability of OVC care services in Siaya County.

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

more Programs

USAID Fahari Ya Jamii

The five-year USAID-funded project started in 2021 focuses on providing HIV interventions based on UNAIDS based on UNAIDS 95-95-95 goals.

USAID For Better Health

The two-year program that started in 2021 is responsible for Technical Assistance to consortium members to enhance Case Management Approach (CMA), Household Economic Strengthening, and referral systems for OVC service delivery improvement

Malezi Kamilifu Early Childhood Development

Supported by Comic Relief, the two-year project (2020-22) that is implemented in Kilifi aims at strengthening community-based systems in improving integrated early childhood development.

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