AKF EDUCATIONAL PROGRAMMES

Dream Achievers Youth Organization (DAYO) enter to partnership with Aga Khan Foundation (AKF) together with Lamu Youth Alliance, LICODEP and Kiunga Youth Bunge for duration of 3 years from 1st March 2021 to 31st December 2023, To Implement two AKF Educational Programmes called Tucheza Kujifunza (TuKu) and Value Based Education (VBE)

Tucheza Kujifunza (TuKu), designed by the Aga Khan Foundation (AKF) with the support of LEGO Foundation will demonstrate how playful pedagogies, appropriate teacher professional course content and structures, and effective social behaviour change strategies will enable teachers and schools to effectively implement the new CBC and embed a more play-based approaches within the classrooms to empower and inspire the primary school children to become creative and engaged life-long learners.

TuKu will take a responsive systems approach to increase the ability of the education ecosystem to be more adaptive, learning, and evolving. This approach is informed by AKF’s learning experiences in Kenya and globally and supported by the 2018 World Development Report and LEGO foundation playful pedagogies and principles that recognise the needs for holistic and systemic approaches. Long-term holistic thinking is central to AKF’s organisational philosophy of development and has demonstrated significant impact on the quality of life of the communities in which AKF operates.

Programme Activities:

TuKu will assume a county level system change strategy reaching 201 schools across Lamu and Mombasa counties in the coast region of Kenya, achieving 100% coverage of government public primary schools in this area. By year 3, a minimum of 25,000 students will benefit annually from TuKu.

The Coast Region has long been a marginalised area of Kenya. Currently, 4 of the 6 counties receive additional domestic funding through the government’s hardship allowance; a clear acceptance by leaders of the region's need. Therefore, TuKu offers a responsive systems approach to increase the ability of the education ecosystem to be more adaptive to:

•Enable 120,000 primary school-aged learners access playful learning environments that are more social, iterative, engaging, joyful, and fun;

• Equip 3,000 primary school educators with the knowledge, skills, attitudes and behaviours to incorporate playful pedagogies in their classrooms and schools;

•Mainstream playful pedagogies into in-service primary school teacher professional development programmes;

•Encourage 6,000 community and family stakeholders to adopt and adapt playful pedagogies from the classroom into their learning environments at home;

•Create a cadre of 200 Master Facilitators to support continued adoption and implementation of playful pedagogies in classrooms.

Value Based Education (VBE) Project in Mombasa County, Kenya. The shall work together in Mombasa County to support the Government of Kenya (GoK) to build the values-based education system which enables children and school communities to better relate to and interact with diverse people, ideas, beliefs and cultures.

The Project is been funded by Porticus and Aga Khan Foundation -UK through Aga Khan Foundation East Africa Office.

AKF and DAYO proposes to work with schools/systems and communities to pilot materials and models as to enable greater learner, educator/teacher, parent, and community engagement, participation, leadership, and ownership and authorship of VBE, areas critical to successful integration/infusion of Value Based Education into the Competency Based Curriculum (CBC).

The programme focuses on enhancing learners’ curiosity, imagination, resilience, and the capacity to respect and care about the well-being of themselves, their friends, families, communities and globally.

DAYO roles and responsibilities:

Dream Achiever Youth Organization agrees to promote pluralistic and ethical values through delivery of the assignment below;

1. Organizational Capacity:

- Openly engage in an Organizational Capacity Assessment (OCA) and Institutional Strengthening Planning Process.

- Engage in agreed institutional strengthening opportunities as agreed under the OCA process.

- Integrate pluralism and ethics into organizational policies, processes, and programming.

2. Implementation of values-based community and school-based activities:

- Develop values-based work plans and budgets, submitted to AKF for sign-off, for the delivery of all activities as agreed under the VBE agenda.

- Deliver value-based community activities as per the work plan including household visits, community dialogue forums, and community events to raise awareness and promote and nurture positive values.

- Participate in school level meetings focused on planning, reviewing, and learning about VBE.

- Participate in school-community meetings for example, Board of Management meetings to ensure the issues of pluralism and ethics is raised and discussed

- Develop strategies and mobilise resources to support the delivery of VBE at the community. This can include developing partnerships with local private institutions and philanthropic organisations.

3. Communications:

- Collect stories from a diverse range of community members to inform the development of VBE audio visual and Information Education Communication (IEC) materials for distribution and use to schools and communities.

- Ensure the effective distribution and use of the IEC materials in public community settings.

4. Accountability and learning:

- Participate in joint M&E support visits on VBE implementation

- Collect, manage, and share all data as agreed with AKF

- Provide activity and quarterly reports on progress based on the agreed value-based work plan.

5. Capacity & Readiness Assessment:

DAYO will participate in external capacity and readiness assessment conducted jointly to gather with AKF, Ministry of Education (MoE) and Kenya Institute of Curriculum Development (KICD).