Inside Sonia

A Failed Litmus Test: Which Way Kenyan Voters?

Earlier this year, I posted here that Ayub Mwakesi was my hero of 2010. He was the young political campaigner and voter from Matuga Constituency in Coast Province who felt irked enough by the election results to take the declared Parliamentary contest winner and then Minister for Transport to Court. As a result of Ayub’s win of the election petition against the Member of Parliament and Cabinet Minister, the Speaker of the National Assembly declared the Matuga Parliamentary seat vacant and the Interim Independent Election Commission (IIEC) declared a by-election for Monday 12 July 2010.

The expectation of non-Matuga constituents it seems was that the immediate former MP was unpopular and was therefore unlikely to reclaim the seat. How wrong the assumption. The immediate former MP has won the by-election by a convincing majority. The election was declared “free and fair” by independent observers and the IIEC has been commended for a sterling job. In fact, the results from polling stations were submitted to the voting centre at Government Training Institute (GTI) and simultaneously to the IIEC headquarters in Nairobi electronically using mobile phone technology and was thus in real time and unadulterated.  The man won!

One interesting turn of events, and a rather disturbing one is that the constituents are openly confessing that they “sold” their vote to the highest bidder – this time the going rate has risen sharply from less than US$1 (or KShs 50) to US$ 40 (or KShs 3,000).  Thus, although the Election Court, in concluding the election petition within a realistic time frame, the Court was commended for moving with speed and declared a ruling that many considered “just” (afterall, it is common knowledge that the 2007 General Election in Kenya was botched, not free or fair anywhere in the country).

And as for voter education, after all, the mantra became “take the money, ensure that it is worth your while, but vote with your conscious”. And so they did.

This turn of events, not so much that Matuga constituents reinforced their initial selection but more that Kenyans continue to be poor, desperate and vulnerable to the extent that the power at the ballot means nothing but a meal (so said one contributor to a breakfast radio show on Tuesday 13 July 2010). I see this as “2 steps forward and 100km back”. And I fear for Kenya at the Referendum scheduled for 4 August 2010, with the push and pull, hate speech campaigning. I register my “total fear” for the 2012 General Elections.

God Protect Kenya.

...a Reminder to Parents

...What Teachers Say

Today, I had opportunity. I met a few teachers and head teachers of prolific schools in Nairobi. The focus of discussion was the importance of community service in developing responsible, disciplined, holistic, value based individuals who become good citizens. This was in a forum hosted by Ufadhili Trust where I sit on the Board of Trustees. I had opportunity to share my thoughts, and especially those issues disturbing me on how students are educated and prepared for the “big bad world” and the workplace.  They had some interesting insights.

First, none of them became defensive, which is partly the response I had expected. Instead, they pointed out that society today is not the same as it was when I was in high school 15 or so years ago, or even 20 to 30 years ago. Young people today face the challenge of too much information from all sources and must manage this information, for the most part on their own. Secondly, the social and legal frameworks are very different today. In days gone, the teacher was the ultimate know all and be all. With the change in access to information and definitions of rights of individuals and children, teachers often find themselves barred by court orders on how to treat children, including reversing suspension orders. Thus, teachers have to constantly look over their shoulder and ensure that as they attempt to educate and mould the students, they also comply with new and more liberating laws.

Teachers and schools also have to contend with the political environment. The increasing democratic practice is also demanded by students in schools. Head-teachers find that it is more reasonable to address open forum rather than remain closed, or secretive in challenges of administration. In schools where this is applied based on clear rules of engagement there have been measured levels of success in school management and overall performance.  The downside is that politicians do not provide particularly good role models for students on how to lead, address and manage conflict or resolve issues.

I had also expected that the teachers and head-teachers present would come out with guns blazing about the role of absent parents. However, they seemed more concerned and understanding that the economic situation was dire and for the most part parents had a greater duty to ensure the child was able to stay in school in order to make a better living for him/herself in life. I should clarify that there was only one private school represented in a room with ten schools represented.

I shared with these teachers the challenges that I see in working with youth trying to implement projects. The limitations of communication skills both written and oral; poor presentation skills; limitations in etiquette and in some areas with little numeracy skills even by those who have completed “O” level education. The teachers did concede that there were deficiencies in the current curriculum but restricted themselves from critiquing it too much.

My greatest concern remains is that we are failing to educate Kenyan children to be responsible citizens. The focus of the school curriculum is on passing exams (which they agree is the measure of success for every school and head-teacher) without necessarily passing on numeracy and literacy skills. But these teachers have inspiring stories to share.

Stories of students demonstrating leadership, compassion, and academic excellence. And this is seen out of co-curricular programmes which the “brave” schools have initiated. “Brave” in the sense that they allow students a few hours away from books and do participate in activities within and outside school that run them the risk of poorer performance in national examinations. One teacher from Kenya High School says she recorded a straight A in 2006 as a result of Bill Lay’s mentoring 40 students under the Junior Achievement Kenya’ Company Programme. At Sunshine Secondary School, the Community Service Coordinator cum English teacher reported how students helped raise money for a fellow student whose family land had been auctioned – they helped the family purchase land and build a modest house; helping to set up their schoolmate with a modicum of hope for life. She also told us that students helped the school raise a significant portion of a KShs 2 million medical bill for one of the teachers – on a voluntary basis. In another school, we were told about students identifying an orphan girl and one of her classmates convincing parents to pay her fees and allow her spend the holidays in their home.

All is not lost. However, there must be intensified and structured efforts to balance the success of academics with development of the individual in a holistic way. Co-curricular initiatives that provide students with opportunities to identify and explore their talent must be part of the curriculum. Any teacher will tell you that there are those students for whom this component excites and triggers better academic performance. Thus,  even with these inspiring stories, I know we are not out of the woods yet.

Education and Youth Development in Kenya

I am currently reading two newly launched research reports on education in Kenya. I am looking for a third recently released by the Kenya National Examination Council (KNEC). As I read the news reports following the launch of all three reports, one thought struck me: “no wonder we have a problem with youth out of school”.

Kenya shifted to the 8-4-4 (eight years in primary school, four years in high/secondary school, four years university) system in the 1980s (about 1986). I was in primary school. Since then there have been Commissions established and reviews undertaken on the education curriculum. When I was in university, I submitted my memorandum in support of the 8-4-4 system of education because I truly believed that as it stood the curriculum developed relevant skills for the teenager who did not transit to high school or university to find or establish suitable enterprise. The Commission to which I made my submission, in its recommendations and wisdom, said that the load of the 8-4-4 system was too heavy and that some subjects would be taught but remain non-examinable. These subjects now include Agriculture, Arts, Craft, Music, business education and languages.  Basically, Humanities. As a result, all pupils are forced to use the left side of the brain more than the right side.  There is no time for “getting hands dirty” or being creative. The examinable subjects are Mathematics, Science, Social Ethics, English, Kiswahili.

I cannot imagine going through the week without the often fun Geography, History and Civics class in primary school with the very hilarious Mr Stanley or the Home Science class with Mrs Kanyiri where she made the boys sew their own aprons and pyjamas. High school was even more fun – it is where I made the bold decision to drop Mathematics so that in taking exams for my eight examinable subjects I would have both Geography and History to total eight. Of course this was not an agreeable option for the school administration and would never be accepted by KNEC. But it was worth the try.

So what do the research reports say? In summary, the Uwezo Report measured ability to read in English and Kiswahili and to compute. The conclusion is that over 75% if pupils cannot read in English or Kiswahili and are extremely poor in arithmetic. A newspaper article on the KNEC findings indicate that few parents (mother or father) support their primary school going children in doing their homework.  The early conclusion is that Kenya is purporting to educate children but leaves them without numeracy or literacy skills that would ensure a reasonable/productive life.

The implications of the lack of numeracy and literacy skills is that the individual is limited in their capacity to participate meaningfully. An analysis of the Uwezo reports says they “cannot read and sms, keep track of their bank account (assuming they know well enough to open one), or calculate how much money is owed (something as simple as change from the kiosk)”. Taking this further, it means that statements like “read the constitution for yourself and make an informed decision” cannot be literal. Many newly registered, young voters (under 25 years) cannot actually do so. It is therefore no wonder that militia such as the Mungiki will continue to flourish as they provide protection and livelihood for significant portion of young, undereducated, vulnerable youth. It is now wonder that politicians (and now Christian leaders) will continue to “read the Constitution” and give misleading guidance to young voters whose ability not only to read and know their rights but also to reason is inadequately developed.

As Government and Development actors develop interventions in support of youth empowerment and development, the challenges are beyond opportunities available to young people, including high rates of unemployment. The challenge is very basic. Young people, over the age of 15 years and out of school need to be re-educated in order to become literate.  In fact, youth development programmes would need an “adult education” component to increase their chances of (sustainable) success and to provide maximum benefits for the young people they serve.

to Re-Work the World? whose Vision? how far will it go?

The conference has been officially open by the Mayor of Leksand, a town 3 hours drive North of Stockholm.

The plan, to discuss showcase 150 projects in aspects of Land, Cities, People, Energy and Water being the key enterprises that this five day meeting will focus on.  These projects are trans-formative and have created employment and have empowered young people.  In so doing, move from rhetoric, change minds and result in more than resolve - result in action.

Carl Mossfeldt, Executive Vice President of the Talleberg Foundation surmises thus: The World and humanity today is more closely bound together, bound to and by one fragile blue planet. the jobs of tomorrow must necessarily be different from the jobs of the past.  In addition and on the back of the economic crunch development assistance budgets are cut, corporate organizations laying off thousands of workers. The jobs of tomorrow need to be financed different from the jobs of the past. This meeting will take measures to further bind jobs together and create different types of jobs.(Carl Mossfeldt)

Youth empowerment and employment is a a global agenda.  Poonam Ahluwalla, President of the Youth Entrepreneurship and Sustainability (YES) Inc USA, says that it is the power of individual dreams that can address this agenda. Individuals, old and young, must have a vision, see a future and take the opportunity to (re)write the future and rework the World.

In the next few days, I will join global changemakers in celebrating success, assessing challenges and understand how community enterprises have addressed challenging times, and in a few years create millions of jobs for young people across the World.

Join me live on www.reworktheworld.org

Kenya Youth Employment Project

On Wednesday 5 May 2010 the World Bank Kenya Office announced a loan advancement to Kenya of KShs 12 billion, of which KShs 4.6 billion (US$ 60m) will target young unemployed Kenyans.

The loan generally aims to improve public service delivery and support youth employment in Kenya.  The loan to the Government of Kenya will increase young people’s access to training, apprenticeship, short-term jobs and ultimately aims to improve long term employability.

One of the key partners in this project is the Kenya Private Sector Alliance (KEPSA) which early in 2010 advertised for vacancies that would establish a Secretariat to run this Project.

What next?

Is Kenya Supporting its Young People?

On Monday 26 April 2010, the President announced performance contract evaluation results and awarded the best performers at the KICC, Nairobi.  In his statement, the President said the guiding principle in the introduction of the performance contracts was to restore order in the administration of public affairs. The process was also intended to create a sense of accountability and that performance contracting was among the vital programs being implemented by the government to improve the quality of lives among Kenyans.

The Ministry of Youth Affairs and Sports (MOYAS) established to represent issues of young people in Government, coordinate and implement activities the increase the participation and empower young people is ranked among the worst performers.

What does that say about the Ministry’s role in improving the quality of life of young people in Kenya? Is this a tell-tale sign that the Ministry is not helping young people move forward?

The evaluation of public agencies covered the 2008/2009 and the first half of the 2009/2010 financial years.  The evaluation rates achievements against performance targets which each Ministry (note that performance contracts only apply to the Executive arm of Government for now) designs, negotiates and agrees at the beginning of the year. Poor performance in this instance simply means that the Ministry performance/achievements are below the previous year’s performance.

Does this mean that MOYAS worked less hard? Or does it mean they set out more than they could achieve within the time frame? Or set out programmes that they did not have sufficient funding for?

The benchmarks for the evaluation include strict compliance to strategic plans, implementation of agreed projects, employee safety, improved service delivery; how well they utilized funds allocated to them, customer satisfaction levels and staff competence.

As the manager of the youth programme, I receive mixed feedback with regard to customer satisfaction levels and staff competence which is basically how young people perceive the role of the Ministry and how well it works for them. At a workshop with young people and youth officers, one of the youth participants asked “what does the youth officer do for us?” He highlighted that at most times the youth know more about possible new programmes and funding for youth; the youth officers seem to act as roadblocks towards their access to the youth fund; and generally that youth officers are NOT youth workers but simply civil servants.  On the other hand some young people in Kitale and Taita hail their youth officers as resourceful and supportive of their projects. The consistent challenge is that youth offices do not have sufficient resources at the work station to support their work to deliver better services to young people.

The Ministry of Youth needs to be more accountable to its constituents and develop working relationships that enables it deliver on its mandate – I think they bit off more than they could chew.

But then again, what are their benchmarks with young people?

At an introductory meeting with the (then new) Permanent Secretary Mr David Waweru, the Director of Youth Development Mr Julius Kubai indicated that the Ministry would be keen to work with young people in undertaking an audit of the work of the Ministry in the service of the youth in Kenya. Would this audit have a different result from the performance contract evaluation?

Recall: Is Kenya Supporting its Young People?

sonia rasugu would like to recall the message, "Is Kenya Supporting its Young People? ".

Is Kenya Supporting its Young People?

On Monday 26 April 2010, the President announced performance contract evaluation results and awarded the best performers at the KICC, Nairobi.  In his statement, the President said the guiding principle in the introduction of the performance contracts was to restore order in the administration of public affairs. The process was also intended to create a sense of accountability and that performance contracting was among the vital programs being implemented by the government to improve the quality of lives among Kenyans.

Is the Bus Moving Forward - in Any Direction?

My discussions with Al Kags on youth development in Kenya seem to have gone off on many different tangents from the funding for youth development to the value of the national youth policy and its application; the focus, type and involvement of young people in enterprise. Input from Fiona Mati/yipe on unsustainable youth enterprises. Valerie’s comment to Al Kags post is that “there are no real policies to support youth”. And a question from George Lewitt on whether Kenya is truly supporting young people and whether young people [on the ground] are actually moving forward.

Where to start?

Let me re-focus on the aspect that began these discussions – funding for youth development in Kenya.  As I indicated in my blogposts of March 8 and March 30 this year, I outlined the resource pools I am aware are available for youth development, from Government and from development organizations.  In the blogpost of March 30 I do detail that Kenya is supporting young people. The questions I raised then still remain.  Thus I may not be able to provide a satisfactory response to George B. Lewitt’s questions. There are resources, there is a national youth policy, but there is absolutely no coordination – formal or informal – on how youth development programmes are implemented. ALL organizations that provide technical and financial resources have the same general, overall objective for youth empowerment, for increased participation in social, political and economic development; and civic engagement in different sectors and at different levels.

I submit that the National Youth Policy is not a great document. But it does detail the issues raised by young people that they want (wanted) Government, development partners and youth organizations to address. However, even in its “weak” state the bigger issues is that there is no monitoring mechanism established by the Ministry of Youth Affairs and Sports or any Governmental body or stakeholders group that can determine whether the investments in youth development are addressing these aspects. My major critique is thus not on the National Youth Policy but rather on the absence of a monitoring mechanism that would help the Kenya Government and young people determine whether there is any progress, on a macro level.  Perhaps this is a failure on the part of youth organizations today.

Al Kags has challenged me to point out a country in which entrepreneurs and innovators do not drive development. I know none. I am aware that young people in most countries do not see themselves as drivers of development.  Young people mostly look inward and see a barrage of challenges against them.  The role of youth organizations and youth groups is to broaden their minds to the possibilities through relationship building among young people with different experiences; engaging them in challenging yet fun and educational activities; and opportunity to network with newsmakers, opinion shapers and may be even entrepreneurs and innovators. In countries where the economy performs poorly and there is a general limited access to services such as healthcare, quality education, and basic needs such as food and shelter young people’s dreams and ambitions are overshadowed by their day to day needs. And this is why the National Youth Policy seems more curative than visionary in its mission and priority strategic areas.

What do we do?

I’ll begin by agreeing with Fiona Mati/yipe. The initiatives in Kenya that target youth owned enterprises are service oriented, small in size and take on a “copy cat” nature. Looking at Kenya’s Vision 2030, I wonder how for instance the how the Youth Enterprise Development Fund (YEDF) is enabling young entrepreneurs meet the goals for economic development. Indeed, Kenya must begin to guide its young entrepreneurs to invest in the right (read competitive) enterprises, at the appropriate scale and within a specific goal/results oriented framework.

To do so it does require a plan for competitiveness and less a “faddish” approach to development – which is how I view this wildfire enterprise development/entrepreneurship approach that is the priority for funding in youth development.

In order to maximize benefits to young people, it is important to establish a repository of best practice – whether in economic development (income generating activities/social enterprises or entrepreneurship), political development (civic engagement and good governance) or social development (youth friendly amenities such as recreation centres, health services, informal education centres, among others); and scale up what works.

For more young entrepreneurs and innovators to emerge there must be increase information on how they can be supported – venture capitalists and other investors need to be linked to young people (or is it that they need to find these young people?). The orientation of our education system must change – from employment orientation to “permission for creativity” and success outside non-traditional professions.  While there may be a failure of the national youth policy to detail solutions for unemployment, there is a marked disconnect between the national youth policy and other key Government policy that would make the policy effective for young people. And I guess this is what Valerie may have meant. 

Suffice to say, there is poor consistency between policy and practice. Or may be we just don’t know enough. If we did an evaluation, may be we’ll be surprised and see that young people are actually moving forward?