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I am who I am because we are and since we are, therefore I am.” – J.S. Mbiti.

It’s day 2 of the Dignitas Project Leadership Institute Program training. For 13 more days head teachers, teachers, and school management committee members from partner schools in Mathare will be meeting at Strathmore University to discuss leadership, teaching methodologies, management issues, parental engagement, and more.

Teachers become students again, many for the first time in years. In a new environment, with roles reversed and norms upended, our hope is that the Dignitas students/fellows will begin to shape and develop their ideas around what it means to be a leader and articulate what a good education looks like.

Today, Program Director Martina Amoth shared a story with the teachers-turned-students about the concept of ubuntu:

An anthropologist put a basket of fruit under a tree and said to a group of children, “Whoever gets there first wins the entire basket of fruit.”

When he told them to run, the children held hands and ran together towards the tree. They then sat down to enjoy their sweet treats.

Puzzled, the anthropologist asked, “Why didn’t you run quickly so you could enjoy the fruit for yourself?”

But the children felt something the anthropologist didn’t. They said, “How can we be happy when one of us is suffering?”

Together we grow, but when we are divided, we fall apart.

The concept of ubuntu serves as a foundation of basic values for many African cultures. It is a humaneness, the idea that each person has a status and is human. Ubuntu asserts that every person is entitled to respect, dignity, acceptance, value, and holds a reciprocal duty to give value, dignity, and respect to others. Individuals and groups display caring, harmony, and responsiveness to each other. Collectivity, communication, leadership, and spirituality are all key components of ubuntu.

How do we apply the concept of ubuntu to our lives? To teachers’ interactions with parents? To managing students who are commonly classified as “slow learners” or trouble makers? As a teacher, how do you use the principles of ubuntu to change your school and community? As a leader, how do you apply the principles of ubuntu, exercise compassion, and involve others?

These are questions and concepts we hope our teachers will keep in mind. As we move forward with the training, our fellows continue to shape their values, philosophies, and thoughts around transforming education in Mathare- and we are so excited by the potential of what could happen from lessons of ubuntu and everything we have planned for the next three weeks.

Continue reading »]]> Overall, special needs education has been a seriously neglected part of the education landscape here in Mathare. Some teachers, not knowing how to identify special needs, may cane children in an attempt to rectify the problem. Others attempt to communicate that a student has special needs to parents, only to have parents to deny a need exists and promptly transfer their children to other schools. Having seen that this is an area that needs addressing, Dignitas Project has begun incorporating more special needs support into our Leadership Institute Program.

Since the beginning of the term in January, special needs coach Carol Owala has been visiting schools to train teachers on student needs in schools. Progress is being made as schools have begun to implement structures to identify special needs and access resources to address those needs. Carol recounts her time coaching schools in the reflection below:

I met Joseph and his mother during the meeting that I had with Naioth parents on February 14^th. Since the meeting was about parents of learners who had been identified on general categories of special needs and the referral services available for the same, Mrs. Karau had asked Joseph’s mother to attend the meeting to try and find help.

Joseph (8 years), according to my assessment, has total hearing loss (but I referred him to KISE for further assessment). He has never been to school and only uses natural signs to communicate. His mother mentioned that most of the schools of the hearing impaired learners that she had gone to were quite expensive and since she was a single parent, she could not afford so pay.

I called Green House, a school in Kibera that is sponsored by ‘Deaf Aid’ to offer free primary education to hearing impaired learners and I was so relieved to hear that they had opened another centre in Kaiobangi South, which is just a few kilometers from Mathare. Patrick, who is one of the teachers, assured me of a chance for Joseph.

We met with Mama Joseph on Tuesday 13^th at 12:30 p.m. and went to Green House. We met Brenda, the administrator, who admitted Joseph and even promised to give him (free) school uniform to begin with.

I left with a feeling of contentment especially seeing how happy and excited both Joseph and his mother were.

Carol Owala

Special Needs Coach

Over the last few months, we’ve continually heard success stories from Carol. When we go out in the field, teachers constantly comment to us about how affected they’ve been by Carol’s work in the partner schools. As Carol continues her work in schools, we are excited to be a part of contributing to an educational environment that is more inclusive.

Continue reading »]]> I often can’t help but muse to myself that much of our work here at Dignitas involves playing the long game. Change within the community and the schools we work with take time. It isn’t always fun or exciting. In fact, sometimes it’s really difficult. The impact we make isn’t always immediately obvious and can take a while to see.

With all that, there’s still a lot of joy at our office. We celebrate the wins and successes that we get to share with the schools, like improved school-parent relationships and teachers enthusiastically adapting new classroom management techniques. We use these as ways to mark our progress as we move through our long game, and sometimes for our own emotional and mental well-being and encouragement.

Friday was one of those days where we got to celebrate a success. Twelve girls from Dignitas partner schools in Mathare now attend Form 1 and 2 at St. Ann’s Gichocho Secondary School in Kiambu, thanks to the support of private donors who have invested in their potential. Staff members Tiffany Cheng, Rose Kavuli, Gloria Omuya, and I (Eugenia Lee) had the opportunity to visit St. Ann’s to visit the scholarship recipients. Trustees Kimathi Kamencu, Steve Kariithi, Smita Sanghrajka, and Dr. C.S. Sheth also accompanied us on our visit.

Part of the St. Ann's campus. We were thrilled to see the girls in such a green and beautiful place!

We all mused over this sign. One of the signs of a good school are aspirational and positive sayings.

The school held a big assembly to welcome Dignitas visitors.

Finally we got to meet the girls! As a refresher, Program Assistant Rose Kavuli went over the expectations of the scholarship with the girls.

We took a photo with the scholarship recipients. These girls truly are a part of the future of Mathare and we were so proud and excited to spend an afternoon visiting them!

While our work is largely focused on primary schools in Mathare, secondary school is something we still give thought to. We can continue to support the schools and develop capacity, but what happens to the high-performing individuals from each school? What happens when there isn’t enough money to attend secondary school and a drop-off occurs?

We tell our teachers that school is not an island where their responsibilities and commitments to the students end once the school day ends; the home environment and parental engagement are an important component of student success and performance. I like to think we here at Dignitas are embodying what we teach, extending this philosophy not just to schools in Mathare, but also to following up on the futures of students where we can. This is but a small part of what Dignitas does, but we celebrate these little wins that keep us going, hopeful and believing in a better future for all children in Mathare.

Continue reading »]]> This week, we are working with upper primary teachers and training them on the Reading to Learn methodology. The morning started out with Program Assistant Rose Kavuli discussing expectations and norms with attendees. Teachers talked about what they want out of the training, and a timetable was agreed upon.

Instructional Coach Ann Waihura then took over with a brief explanation of the Reading to Learn methodology and the importance of being properly trained in it.

If a child cannot read, then a child cannot learn. If a child learns to read, then all subjects improve- social studies, English, Kiswahili, science, and even mathematics. When a child cannot read, then a child cannot solve math problems. There are questions like, ‘Mama Ann went to the store…’. A child cannot work out the problem if he or she cannot read.

Ann Waihura, instructional coach for Dignitas Project, introduces the Reading to Learn training to 15 teachers who are here for the week.

Rosemary, the city education officer, then took over, discussing the performance of schools in various subject areas and providing an overview of current approaches to teaching English, Kiswahili, science, and social studies in upper primary grades.

The teachers seem eager and ready to learn, and we are looking forward to an exciting week with lots of learning ahead of us!

Continue reading »]]> The Dignitas Project team got a special surprise today when a poem from one of our partner schools, NECI, was dropped off at the office. NECI was a partner school in 2011 and the team is thrilled to continue the partnership into 2012.

Working in Mathare with low-resource schools, our day to day can often be exhausting and difficult, but we continue to be proud of and motivated by the incredible teachers we’re privileged to partner with and by the impact we’re slowly seeing. The poem was a wonderful highlight to the day:

APPRECIATION

1. The NECI staff enjoys lesson.

The lessons they used to teach in crisis, presently, they teach in groups and discussions.

All this in the name of dignitas project.

 

2. The techniques they implore and apply.

They are of high skills and level.

The techniques that easen and simplify.

All this in the name of dignitas project

 

3. The display of the educational charts,

The teaching materials of express magazines,

The well painted black walls.

All this in the name of dignitas project.

 

4. More so, the entanglement of the pupils.

The entanglement of guardians and parents,

And the entanglement of the community as influencers

Truly have brought tremendous improvement in all.

 

5. In conclusion, look at the good storage facilities,

In addition, look at the good stationaries,

In all, the reading and writing materials

All this in the name of dignitas project.

 

Lastly, on behalf of NECI staff and S.M.C. may I say that any further support is ceremoniously welcomed.

 

Thank you

In the end, it’s really us here at Dignitas that must thank NECI. We’re truly inspired and grateful to be learning from and working with schools that are meeting the needs of children all over Mathare, working to create a better future for the community.

Students from NECI excitedly pose for the camera

Continue reading »]]> This week, the Dignitas team has been thrilled to host students from St. James, Mercy Care Centre, and Mathare Community Outreach Joy for a boys and girls training. Though our work is primarily focused on teachers, our hearts are ultimately focused on the impact improving education in Mathare has on the children. We’ve enjoyed the change in the office, hearing the voices of children singing songs and watching them line up for chai and meals.

The boys and girls training supports the formation of boys and girls forums in marginalized schools. These forums give students a safe space to talk about physical and emotional changes they are undergoing, develop life and economic skills, and encourage leadership and participation in education. As Program Assistant Rose Kavuli describes it, “If the club is strong in a school, it’s a club that airs out student voices and factors in their thoughts.”

We often talk about children as the leaders of tomorrow but this is a powerful opportunity to start today, where it matters. In a community that is traditionally seen as marginalized, trainings such as these and forums are important for empowering children and enabling them to take ownership of their communities as leaders.

Continue reading »]]> A week ago, fire and disaster swept the Sinai slum. Over 100 were reported dead. Here at the Dignitas office, everyone was on their phones calling loved ones and friends. First, we heard that there was a bad fire in the industrial area. Then more specifically, the slum of Lunga Lunga. Finally, word came through social networks news outlets that the fire was in Sinai.

An oil spill had entered through the sewers of Sinai. This fuel came through leaky pipelines run by the Kenya Pipeline Company. As happened two years ago in February 2009 during a tragic oil tanker fire, those in the surrounding area came to collect free fuel. While the exact cause of the fire has not yet been identified, there has been speculation that the fire was caused either by a cigarette or by garbage fires that are commonly burned in the city.

Regardless, the very fact that this oil spill occurred in a slum already placed Sinai at greater risk. Fires in slums are very common, given the number of open fires, the proximity of homes, and the fact that homes are easily flammable. Given how densely packed slums tend to be and the general lack of opportunity for jobs, it’s unsurprising that so many people came to collect fuel for the opportunity to sell later on.

To me, the real tragedy of this situation is that there are so many factors that could have been avoided. With better pipeline maintenance and infrastructure, the oil leakage would not have occurred. With more economic opportunity for residents, perhaps there would have been less of a rush for free fuel. Better housing would have prevented homes from being placed right next to sewers, therefore decreasing the number of casualties.

And of course, perhaps saddest are the young lives that were taken in this fire. For there is not only a lack of economic opportunity in slums, but also a lack of educational opportunity. The fire occurred during school hours, but there were many children in the area, not in school at the time, who perished.

There are a lot of lessons to be learned from Sinai. For me the question is, “What can we do to keep this from happening again?” This is why it is important to work with the community to create better opportunity and access. If there’s anything that Sinai showed us, it’s the injustice and inequality that can exist, and that we need to do something to change it.

Continue reading »]]> What is Leadership?

Leadership is an incredibly difficult skill to learn, gain, and internalize. Sometimes it means stepping aside and letting others voice their opinions and ideas, then bringing people together in a collaborative manner. Other times, it means not letting your ego get the best of you and keeping calm and focused in times of stress.

This is something we spent a lot of time at the Dignitas Project Leadership Institute thinking and talking about. Our leaders differ across gender, tribe, educational background, and more. They come in the form of parents, school management committee members, young new teachers, old seasoned veteran teachers, and everything in between. They all have one thing in common, though- passion and hope of a better future for the children of Mathare.

Team Building Day

One of the turning points of Leadership Institute came the day of our team building day at Idyllic Mistley Guest House. Here, attendees and staff were exposed to problem-solving and group-building exercises. These included a tarp exercise and a marble activity.

Nearly 40 attendees were put on a canvas tarp with the task of flipping the tarp over completely. The catch? No one could set foot on the grass. Chaos ensued, with people shouting over one another. One of the facilitators had to intervene to show us what to do. Can you figure out the solution?

We were also split into two teams, the Guavas and Cabbages. Each team had the task of bringing data from “Kisumu” (a random spot marked in the grass for the Guavas) or “Mombasa” (another random spot marked in the grass for the Cabbages) to “Nairobi”, a bucket that was an equal distance from both Kisumu and Mombasa. Both teams were bringing data for Dignitas Project. The data came in the form of a single marble for each team that had to travel to Nairobi by use of curved wooden pieces.

Outcomes

So what happened in both of these activities? Let’s start with the tarp activity.

The Tarp Activity

As soon as we were placed on the tarp, the loudest in the group began pulling the tarp up straight, folding it in half. While this clearly wasn’t the correct solution (we were a large enough group that had the tarp been reduced to half its size, there’s no way we would have fit on it), the few overpowered the many and persisted in carrying about the activity this way. Chaos broke out as people started shouting over one another, proposing ideas with no one listening.

Eventually G, one of the facilitators, came over and gave us advice. Slowly, as everyone quieted down, we began to fold a tiny corner of the tarp over so that a small triangle of the bottom was exposed and someone could step on it. We slowly moved by making the triangle larger and larger so one by one, each of us could move over to step on the reverse side.

During reflection after the activity G pointed to Caleb, a school management committee member, and said, “This man here was on the right track. He was demonstrating a strategy that could have worked. Yet none of you listened to him. Why?”

He continued. “Sometimes we dismiss people and ignore them because we don’t think they have anything worth saying, but in the process we miss valuable ideas. As a leader, it’s your responsibility to pay attention to these people and give them a chance to speak. Did you do that?”

The Marble Activity

This was another activity where members of each team began by shouting over one another. Pressures mounted as team members argued about strategy and immediately lined themselves up to begin movement. As the marble slowly (and sometimes, not so slowly) moved from wooden piece to wooden piece, each person who received it was bombarded by shouts of advice and a loud cacophony.

On both teams, those who dropped the marble were yelled at but no advice was given. The previous person in charge of handing the marble off to that person did not consider what they could have done to make the delivery smoother. Everyone was pointing fingers at one another rather than sharing strategies and tips.

Eventually, both teams quieted down as one or two people led the charge. After several failed attempts the Cabbages reached “Nairobi” successfully, running out on the field in triumph and relief.

G stood by quietly, allowing the Cabbages to celebrate their victory. Then he gathered us all in a group and calmly said, “Who won?”

“The Cabbages!” Someone shouted, igniting another flurry of cheers.

Desperate to have themselves heard, members of the Guavas shouted, “The Guavas!”

“No. Who won?” G stood facing us, back straight and hands clasped behind him. He wasn’t smiling.

“What was the mission? To get information from Kisumu to Nairobi, and from Mombasa to Nairobi. For Dignitas Project. Both of you were working to help Dignitas get information. When the Cabbages delivered their information, did anyone think to go help the Guavas? Do you think that if we had worked together, we could have completed this activity much sooner?”

Silence.

“No one won,” G tells us.

Lessons Learned

The team building exercises were lessons in humility, communication, and collaboration. Oftentimes, the loudest and most visible leaders of the group were the ones who kept these activities from moving forward while the quiet ones with valuable contributions were ignored and remained unheard. As a whole, we were constantly jumping into action without planning or discussion.

Leaders often feel pressure to jump into action right away, and forget to stop and reflect, solicit and share opinions, or plan. Though these were simple, outdoor activities, they were certainly indicative of many of the issues that our teachers in Mathare face given the lack of resources and pressure to spring into action. Our day at Idyllic Mistley Guest House was a microcosm of what teachers and leaders encounter everyday, highlighted their shortcomings and potential for growth, and taught all of us valuable lessons about leadership.

Photo Credit: Karibu Nyaggah

Continue reading »]]> Ever wonder what goes on in a normal day at the office? As I like to tell people, there is really no “typical” day, but here’s a glimpse of the past week.

Program Associate Rose Kavuli introducing the caregivers training to parents and teachers from primary schools in Mathare.

Our amazing facilitator speaking at the caregivers training.

Program Associate Eugenia Lee and Program Assistant Rose Kavuli chatting during a break.

A re-energizing exercise for heads and deputy heads at the head teacher training last week!

Office Assistant Gloria Omuya at her usual perch in the front office

Rose handing books to head teachers after the training has completed

Sports equipment we’re giving to schools as a part of our Wezesha Fund programme

Instructional coach Ann Waihura gives out materials after a review meeting on the reading to learn training we held a month ago

Our trusty accountant Amos Mwaura and Field Assistant Vincent Macharia are hard at work as usual!

Vincent hands off some sports equipment to a teacher from St. James as a part of the Wezesha Fund programme.

Our beloved askari (guard), Makori, is also a big part of the Dignitas family

Amos and Vincent oversee sports equipment that will be distributed to schools

Though we work hard and take what we do seriously, we at Dignitas like to have fun too. Here we are on a break, having a hula hoop contest!

Continue reading »]]> “Education is the key to success.”

This is a quote that has been repeated in many parts of the world. But could this be true when uttered to a child in Mathare who sees not even a glimpse of light from the life ahead? These words contributed in making my education a channel of hope through which I looked to help my family.

I recall my first day of joining primary school as if it were two days ago. This is because of the joint efforts of the community members and my mum prepared me to face the school life with a positive mind. There was a constant urgency and belief that school was the only way one could make a way out of poverty.

I went to school in Mathare and just like children anywhere, school life was normal. Despite challenges like lack of teacher teaching and learning aids in school, and poor sanitation and poverty that surrounded the school’s vicinity, there was assurance of a great future for those who put effort into their education. Dedicated teachers and a few community members who supported education by offering extra tuition classes and coaching programs in areas of talent after school motivated me throughout my journey.  I was in the drama club of my school and we did dances that allowed us to travel and meet students from other parts of the country who came from more privileged backgrounds. This acted as the first point of exposure to differences as we exchanged ideas on the school environment and compared so many things.

For the little girl from Mathare who was probably the most talkative in my class then, it was difficult at times to start conversations but I had to do it to maintain my promise to myself to not be shaken as far as interactions were concerned. For the rest of my schoolmates who were not involved in activities of any kind, it was difficult for them to interact with visitors who visited our school or with other students when there were interschool competitions. This clearly highlights what exposure can contribute to someone’s life even from the early years. The biggest issue I have noted about education in Mathare is a lack of exposure to different ideas. I believe I was fortunate to have attended a government school and had an opportunity to be taught by trained and exposed teachers.

For a child struggling at home and who viewed school as the only place she could strive to be whatever she wanted, did the teachers really add value? Whether trained or not, a teacher can really contribute in the development of a student. There were a few teachers that helped me discover my talents. They were my role models. Their encouragement and affirmation combined to make my school a second home where i was confident that we would all reap whatever we were planting. In every life, there is a life coach who stands out and has a meaningful impact. My life coaches are mostly teachers and community members who made a difference in my life.

Why do I keep talking about community members who made education possible for me, the young girl? The community plays a big part in either shaping a person or contributing to their fall. The community will back the tireless efforts of a teacher who has already started yielding the fruits of education. When a child learns discipline and skills in school, the community comes to believe in the child and begins to set expectations and provide moral support in his or her development. The community acts as the reinforcement of what teachers deliver at the school level.

Having been schooled in and grown up in Mathare, I give credit to the teachers and the community members who are committed to making a difference in the education of children. This little girl is now working towards facilitating a change in the education of Mathare children and aiding dignity for the marginalized in her own community today.

“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

Born and raised in Mathare, Rose Kavuli has a deep passion for facilitating positive change in her own community. In her position as the program assistant, Rose supports implementation and field activities with school partners. Her goal is to impart and influence all spheres within her reach and contribute in the restoration of dignity in poor communities