Remedial education is offered by the EERCK and KEEP to support marginalized girls in refugee and host communities who are failing behind academically, and at risk of dropping out of school. The KEEP model targets girls in Standard 4, 5 and 6 scoring below 150 marks (out of 500) from their end-of-term examination, or fall within the category of extremely marginalized. EERCK targets girls who score 250 marks and above.
At a Glance
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The theory of change is that if girls have support from their parents and community to regularly attend school, study, and complete their homework and if girls have the opportunity to receive specialized, flexible and adapted instruction outside a classroom setting with focused attention from teachers, then girls will improve their learning outcomes.
The goal of the remedial project is to improve the learning outcomes of refugee girls in Dadaab and Kakuma Refugee Camps and surrounding host communities. Improved learning outcomes not only indicate that girls have better abilities in critical life skill areas such as literacy and numeracy, but better learning outcomes (and thus better academic performance) will improve girls’ self-confidence and self-esteem and enhance their chances for continuing their studies and their path of educational success. The selection criterion for the girls to join remedial under KEEP and EERCK are different i.e. under KEEP a girl has to score less than 150 marks whereas under EERCK a girl has to score above 250 marks out of 500.
Do you have current users or testers?
The remedial program is currently being implemented in Kenya refugee camps and host communities (Dadaab and Kakuma). The Kakuma Refugee Camp serve refugees from Sudan, Somalia, Ethiopia, Burundi, the Democratic Republic of Congo, Eritrea, Uganda, and Rwanda. The Dadaab camp mainly serves refugees from Somalia.
The remedial program is offered to girls who are enrolled in upper primary, that is classes 4-8.
What Evidence do you have that your Innovation works?
WUSC’s remedial class model has been tested and modified over the last 6 years using a panel design to track learning outcomes for the same grade cohorts over time. Results from KEEP’s midline evaluation suggest improvements in literacy. A parent from Dadaab camp commented that; “The main reason our girls attend remedial classes is to perform well in the exams. These classes give them enough time to read because they cannot get enough time while in the community to do revision.... (KII with a parent from Dadaab)”
Most girls concur remedial learning is beneficial, and captured saying; “… I was weak in mathematics and couldn’t imagine myself performing well…”. Another one observed. “… I used to score low marks. But this has changed after the introduction of the remedial program [FGD girl respondent, Kakuma]."
Provide a status update for your Innovation.
The Kenya Equity in Education Project (KEEP) and the Equity in Education in Refugee Camps in Kenya (EERCK) project aim to improve learning outcomes of refugee and host community girls through support at the individual, school and community level. KEEP focuses on upper primary and lower secondary classes, while EERCK focuses on grades 7 and 8 only. Both projects use WUSC’s innovative remedial classes as a way of providing targeted accelerated learning opportunities to girls who are extremely marginalized and in danger of dropping out of school.
What is your strategy for expanding use of your innovation?
The remedial model will be scaled via two different projects. The first is the extension of EERCK from June 1, 2016 – May 31, 2019. Four additional remedial centres will be opened by January 2017 within Kakuma and Dadaab refugee camps to provide supplementary remedial programs to a total of 2,560 refugee girls over three years. Under KEEP Phase II, the remedial model will be scaled up further, by increasing the total number of students enrolled in primary classes, as well as rolling out to secondary schools in Kakuma and Dadaab camps, and nearby host communities. KEEP II is currently in the design phase, which will be complete in late October 2016. The project itself will start in April of 2017, with the scale-up of remedial centres taking place over the course of the rest of that year.
The remedial program is being scaled up by increasing the number of remedial centers to accomodate more girls who are in need of the education support.