Navigating Secondary School: What Cushioned Adolescents in an Education Intervention in Urban Kenya

This paper explains sustained effects and what worked for students in the Advancing Learning Outcomes and Transformational (ALOT Change III) program. Data comes from qualitative narratives from the baseline survey of the program collected by the African Population and Health Research Center (APHRC) between December 4, 2019, and January 31, 2020, using focus group discussions (FGDs) and dialogues. The analysis followed the Miles and Huberman (1994) framework to make comparisons and contrasts. Results showed that students transferred skills such as self-confidence from primary to secondary schools, enabling the adolescents to speak up and engage. This showed an effective implementation uptake. The implication of the study points to the efficacy of community-based programs in impacting behavior of adolescents beyond primary school

Equality in Programming for Girls and Boys: Adolescents\u27 Shared Experiences from an After-school Support Program in Urban Nairobi

There has been marked progress in access to education, representation of women in leadership, sexual reproductive health, and gender-based violence as a result of gender equality initiatives. However, there is still a strong focus on interventions targeting girls only. Through the adolescents’ lens, this study sought to establish if there is a preference for interventions targeting girls compared to boys in two urban informal settlements; and what benefits were realized from programming for both adolescent boys and girls enrolled in an after-school support program. We employed a thematic analysis approach to answer the research questions. Results showed that most interventions at the community and school levels tended to favor girls over boys despite both facing similar challenges. Some of the benefits of programming for both sexes included sharing academic knowledge; boys gaining knowledge and skills to enable them to be future champions of change; enhanced ability for the adolescents to keep away from social ills; better gains for the society; breaking the gender inequality cycle; and enhanced social-emotional skills. Evidence from this paper highlights that there is a need for program and policy stakeholders to consider gender-transformative approaches and interventions targeting both sexes to maximize gains in education, health, and well-being

Experiences of Girls and Mentors With an Urban Kenyan Afterschool Support Program

This article explores the experiences of female mentees and their mentors in an afterschool support program in two informal urban settlements in Nairobi, Kenya. We sought the perspectives of mentees and mentors to identify what has changed concerning the education and social lives of the girls because of this education intervention. Data come from a qualitative component of the midterm survey collected in May 2014 using in-depth interviews and focus group discussions. The results show improvements in the English and math courses in which support with homework was given; girls were motivated to stay in school and had a higher aspiration for school. However, challenges remained, as some parents did not provide adequate support to their daughters. Overall, the program highlights the role of other significant players and reinforces the out-of-school mentor support for girls’ success in school

Effect of Mass Media Exposure on HIV/AIDS Stigma Among Kenyan Women and Men

In Kenya, stigma directly or indirectly continues to play a major role in spreading HIV/AIDS. Negative attitudes, perceptions, and discrimination toward people who are HIV positive or have AIDS can adversely affect their willingness to be tested and adhere to antiretroviral therapy. This study examined the effect of mass media exposure on HIV/AIDS stigma among men and women in Kenya. It uses retrospective cross-sectional data from the Kenya Demographic and Health Survey (KDHS) 2008/09, adjusting for weights and strata to account for its complex design. The study sample comprised women aged 15-49 (n = 3,811) and men aged 15-54 (n = 3,095) who agreed to voluntary counselling and testing for HIV. Among them, 8.34% of the women and 4.98% of the men tested positive for HIV. Women who consumed all forms of media (newspapers, magazines, radio, and television) represented 23.05% of the sample, while those who consumed none comprised 6.89% (F[2.77, 1053.35] = 24.3; p < 0.001); the results for men were  22.06% vs 1.31% (F[2.89, 1098.72]) = 17.84; p < 0.001). Women and men who consumed all media almost every day were 11% (AOR = 0.89; p < 0.05) and 25% (AOR = 0.75; p < 0.01), respectively, less likely to impute HIV/AIDS stigma than those who never consumed all forms of media. Those who consumed all media forms less than once a week were 48% (AOR = 0.52; p < 0.05), and those who consumed them almost every day were 21% (AOR = 0.79), p < 0.001) less likely to impute an HIV/AIDS stigma compared to those who never consumed any media sources. All media consumption, particularly reading newspapers/magazines, reduced HIV/AIDS stigma. The study concluded that all forms of media should build on and scale up such efforts to reduce the HIV/AIDS stigma that impedes Kenyans from protecting their health

El Apoyo a la Educación de Niños en los Barrios Marginales Urbanos de Nairobi: Percepciones de la Comunidad y los Padres con una Fase Expandida de un Programa de Intervención Educativa

The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.El objetivo de este artículo es examinar las percepciones de los ancianos de la comunidad y los padres sobre sus roles respecto al apoyo educativo a sus hijos. Los datos provienen del componente cualitativo de una encuesta de referencia realizada en Korogocho y Viwandani, dos asentamientos urbanos precarios en Nairobi, Kenia. Los datos se recopilaron en Abril-Mayo de 2016 a través de entrevistas en profundidad, entrevistas con informantes clave y discusiones de grupos focales. Los resultados demostraron que los ancianos de la comunidad internalizaron su papel como la cara del gobierno en sus respectivas comunidades, e impusieron la implementación de políticas educativas en nombre de todos los niños. Los líderes de la comunidad también vieron, como parte de su rol, la necesidad de alentar a los padres a ser participantes activos en la educación de sus hijos. Las madres con niños en el programa percibieron que el control de los padres y el seguimiento era importante para asegurar que sus hijos asistieran a la escuela y completaran el trabajo asignado por los maestros, más aún en Korogocho. En general, los padres reconocieron la importancia en la educación de sus hijos. Este es un buen punto de partida ya que el apoyo de los padres asegurará el éxito y la sostenibilidad de la intervención para mejorar los resultados educativos de los niños, que a su vez ayudará a sus hijos durante la adolescencia

Availability, accessibility, and effectiveness of education programs for learners with autism in Kenya

Autism spectrum disorder presents a wide spectrum of cognitive and behavioural profiles, implying that educational interventions must be highly individualized and multidisciplinary in nature. While Kenya has made strides in autism awareness and the implementation of Competency-Based Curriculum (CBC), research evidence has predominantly focused on general education of learners with disabilities, with minimal attention specific to autism. This study sought to examine the availability, accessibility, and perceived effectiveness of education programs for children with autism in Kenya, with a focus on how these programs support academic, social, and adaptive development. The study was guided by the Ecological Systems Theory, and utilised an exploratory study design. A mixed-methods approach was employed, involving quantitative surveys with parents of children with autism and qualitative interviews with teachers, and Curriculum Support Officers in charge of Special Needs Education (CSO-SNE). Exploratory descriptive analysis and thematic analysis approaches were utilised in data analysis. Findings revealed that current education programs of learners with autism are more effective in supporting learners' social, adaptive and behavioral domains than the academic achievement. Results further reveal that while most children on the autism spectrum attend inclusive and/or integrated schools, autism-specific programs remain limited and unevenly distributed. Accessibility is hindered by household financial constraints, inadequate teacher training, and limited therapy support. The study concludes that there exists critical availability, accessibility and effectiveness gaps in the implementation of inclusive education under CBC. The study recommends the need for autism-sensitive curricula, multidisciplinary support services, expanded training for teachers, and targeted policy reforms. This study contributes original empirical evidence on the current state of autism education in Kenya and offers a rare integration of parent, teacher, and curriculum support officer perspectives aligned with the CBC framework

Association Between Domestic Violence and HIV Serostatus Among Married and Formerly Married Women in Kenya

The prevalence of both domestic violence (DV) and HIV among Kenyan women is known to be high, but the relationship between them is unknown. Nationally representative cross-sectional data from married and formerly married (MFM) women responding to the Kenya Demographic and Health Survey 2008/2009 were analyzed adjusting for complex survey design. Multivariable logistic regressions were used to assess the covariate-adjusted associations between HIV serostatus and any reported DV as well as four constituent DV measures: physical, emotional, sexual, and aggravated bodily harm, adjusting for co-variates entered into each model using a forward stepwise selection process. Co-variates of a priori interest included those representing marriage history, risky sexual behavior, substance use, perceived HIV risk, and socio-demographic characteristics. The prevalence of HIV among MFM women was 10.7% (any DV: 13.1%, no DV: 8.6%); overall prevalence of DV was 43.4%. Among all DV measures, only physical DV was associated with HIV (11.9%; adjusted odds ratio: 2.01, p < 0.05). Efforts by the government and women's groups to monitor and improve policies to reduce DV, such as the Sexual Offences Act of 2006, are urgently needed to curb HIV, as are policies that seek to provide DV counseling and treatment to MFM women

Adolescent Girls Initiative-Kenya: Qualitative report

The Adolescent Girls Initiative-Kenya (AGI-K) is currently delivering multisectoral interventions, targeting violence prevention, education, health, and wealth creation, to adolescent girls aged 11–14 in two marginalized areas of Kenya. This report provides a brief overview of the research design and intervention components being delivered in AGI-K, and presents findings from the first round of qualitative data collection intended to highlight the strengths and weaknesses of the implementation processes thus far. The findings provide important information about the perceived effects of the program from a diverse set of respondents. Overall, beneficiaries, their parents/guardians, and other key stakeholders value the program and have observed positive changes in girls’ education, knowledge, self-esteem, and money management. In addition, the findings have revealed key areas for improvement within each intervention sector which teams will focus on in the second year

Adolescent Girls Initiative–Kenya: Midline results report

Many adolescent girls in Kenya face considerable risks and vulnerabilities that affect their education status, health, and general well-being. In addition to low educational attainment and health risks, other factors that impact education and health outcomes include household poverty, lack of economic independence, limited income-earning opportunities, illiteracy, violence, and social isolation. Younger adolescent girls who live in environments laden with these vulnerabilities are at risk of experiencing negative outcomes such as school dropout, early sexual initiation, unintended pregnancy, early marriage, and sexual and gender-based violence. The Adolescent Girls Initiative–Kenya (AGI-K) delivered multisectoral interventions to over 6,000 girls aged 11–15 in two marginalized areas of Kenya: the Kibera informal settlement in Nairobi, and Wajir County in Northeastern Kenya. This report describes both the intervention and research design of AGI-K, and presents findings from the midline data collection. The objective of the RCT is to describe and compare the impact of the different program packages. Endline data will be collected in 2019 and will reflect the impact of the program packages two years post-intervention