Projects in Kenya

Education

Math/Science Program

Kenya’s Math/Science program has been designed to address gaps in the education system in line with the Government of Kenya’s development priorities. These include the Global Sustainable Development Goals (SDGs) and Kenya’s economic development blueprint. Kenya’s Vision 2030 Education Pillar focuses on an improved education system that is responsive to national and global development imperatives. Science, technology, engineering, and math (STEM) is one of the components of the Kenyan education system that is considered key to meeting these educational goals.

Kenya is undergoing a major curriculum shift to promote competency-based learning and practical approaches to teaching and learning as opposed to theory and rote memorization of content. In this new curriculum system, STEM is identified as a major career pathway for Kenyan students, hence the efforts to bridge gaps in teacher shortages, teacher training, resource mobilization, and create a shift in traditional beliefs about math and science subjects. This new curriculum roll-out that started four years ago has been riddled with challenges such as teacher shortages, insufficient teaching resources, inadequate teacher training and skills development, large class sizes, and an exam-based curriculum, which does not adequately equip learners with skills for the job market.

Peace Corps Volunteers’ work complements and supports government efforts by addressing teacher shortages in math/science and computer subjects, supporting technology integration efforts, and promoting innovations in STEM, including the development of teaching and learning materials that promote skills-based learning. Peace Corps Volunteers with science, technology, engineering, and math strengths, experience, and training backgrounds are extremely well-placed to contribute as Kenya’s education system modernizes and responds to a changing world.

Education

Education for the Deaf (E4D) Program

Kenyan deaf children are marginalized in accessing education, owing to societal perceptions of deafness, negative cultural beliefs about disability, and beliefs that deaf children are not able to perform as well as their hearing peers. In Kenyan schools for the deaf, a significant percentage of students are not acquiring basic reading and literacy skills in the early grades, which subsequently leads to poor performance in upper grades. This has been due to a curriculum that is not adapted to deaf learning, inadequate Kenyan Sign Language (KSL) knowledge by teachers, delayed language acquisition, lack of adequate teaching and learning materials that support deaf learning and assessment, use of techniques meant for hearing students, and inadequate teacher training in pedagogy suitable for deaf learners. These schools are usually poorly resourced with limited government support, leading to unmotivated teachers and a lack of basic amenities for deaf learners.

Because reading is one of the most fundamental skills that a child must learn, an individual’s literacy level can have a positive economic impact on their earning potential and the health and well-being of their family. Deaf children need to develop literacy skills early in life, in addition to acquiring KSL skills for communication.

Peace Corps Volunteers assigned to work in deaf schools learn KSL and use it to teach and communicate with learners in primary schools for the deaf to promote literacy, early language acquisition, and math skills. Volunteers apply strategies adapted for deaf children and utilize the limited available local resources to develop creativity and artistic skills for these young deaf learners. Technology has also been used to promote visual learning and access virtual teaching and learning resources essential to boost education outcomes. In addition, Volunteers support teachers in increasing their knowledge, skills, and application of effective early literacy and KSL techniques and methods through formal and informal communities of practice. Volunteers further engage parents and community members to promote education for the deaf, deaf children’s rights, and deaf empowerment.

Health

Public health challenges are a critical factor in the well-being of many Kenyans and negatively impact sustainable development in all sectors. Volunteers contribute to closing the gap by designing training for behavior change and health education delivery, particularly healthy childcare, pregnancy, and newborn practices. For Kenyan mothers, only 62% of deliveries are conducted in healthcare facilities. Most maternal deaths in Kenya are associated with home deliveries without skilled birth attendants.

HIV/AIDS, malaria, and maternal and child health are significant public health issues in Kenya. Kenya has the third-largest HIV epidemic globally. About 70% of the Kenyan population is at risk for malaria infection, with children under five most impacted.

Peace Corps Volunteers, with their counterparts and communities, play a critical role in preventing new HIV infections among youth, with a focus on adolescent girls and young women who are at higher risk for infection. To help achieve an AIDS-free generation in Kenya, Volunteers work to improve linkage to care, support, and treatment services for those living with and affected by HIV.

President's Emergency Plan for AIDS Relief

The U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) strengthens capacity and health systems in countries hardest hit by HIV/AIDS. Through PEPFAR, Peace Corps supports HIV/AIDS prevention, treatment, and care through training of Volunteers and their local community counterparts on evidence-based approaches designed to contribute to epidemic control and strengthen HIV/AIDS projects for organizations, schools, and communities.

Peace Corps Volunteers work closely with their Kenyan counterparts to strengthen capacity and expertise at beneficiary community-based organizations to ensure sustainable systems. The Volunteers and counterparts conduct community outreach and train youth on life skills through peer education, liaising with partners to provide mobile HIV support services, and activity-based learning in Grassroot Soccer.

PEPFAR also supports Volunteers and their community counterparts to implement HIV prevention, care, and nutrition wraparound programs, and education about intimate partner violence. Additionally, it provides small grants to communities hosting Volunteers for project implementation.

Note: Peace Corps Kenya's PEPFAR/HIV work is currently limited to life-saving care and treatment activities allowed under the Foreign Assistance Pause Limited Waiver. These activities will be updated when the foreign assistance review by the U.S. Government is complete.