Ruth is from the remote village, Nanduguru in Lakipia District, Kenya.  Ruth lives with her parents and 7 siblings.  Most people in this village depend on livestock for their survival but Ruth’s parents have no jobs, no livestock and no farm to rely on.  Her older siblings did not get a chance to go to high school and also live at home with no jobs. When we asked Ruth how they get things to eat, she said that they borrow from people.  Ruth repeated her Grade 7 year with hopes of raising enough funds by the time she was in Grade 8 for high school.  However, this was not successful and it wasn’t until EIP was able to raise funds that she could attend school.

Gaining an education will be an escape from the cycle of poverty for Ruth.  Without a chance to go to school, Ruth would most likely be sold to marriage by her parents in exchange for cattle.  There is no day school currently near Ruth’s home so the cost for each year of boarding school for Ruth would be $430. Her family is not capable of raising these funds.

Narupu is a 16 year old girl in Grade 11.  She grew up in the village of Chumvi, a remote Masai community where families depend on livestock for their survival.  Narupu’s father died before she was born and her mother has 5 other children.  Narupu’s mother has no official job but does casual work where she may be paid 200ksh a day (about $2.50 CDN).

Being able to meet with Narupu’s mother and then visiting Narupu at Saint Francis Girls School was a real pleasure. Narupu is not only a high achiever in her school but in our meeting with her we were awe struck with her humbleness, her dedication to her schooling and her gentle nature.   Narupu’s vice prinicipal stopped us during our visit just to let us know how well Narupu was doing.  Narupu has hopes of going to University when she is finished high school.   Narupu’s community favours educating boys over girls and many girls Narupu’s age are married off after primary school instead of having the chance to go to high school. Narupu hopes to be able to continue her education and become a doctor who can come back to her community and encourage young girls to work hard for their education and future.   She is very thankful to a school in Haliburton, Ontario who is working hard fundraising for her school fees.

Patrick is from a small village called Murua, a remote Masai community in Kenya. He graduated the 2nd best boy in his graduating class in December 2012 but has been at home for a year because his parents have not been able to raise the funds required for him to go to high school.  Patrick’s parents have never gone to any form of school. They have no jobs and rely only on the 10 goats that they have to make a small living for themselves.   Patrick has 2 older brothers and 2 older sister, all of whom are jobless too. He lives at home with his younger sister who is in Grade 4.

Patrick is very motivated to go to school and has been in contact with his former teacher at Lokusarro Primary School with hopes of securing a sponsor for his school fees that will be $400 CDN per year. We met him at this school where he was very hopeful to be getting help soon.

Nantana is 16 years old. She has 2 younger brothers, 3 younger sisters and one older sister who has just finished at St. Francis high school through working with a sponsor.  We met with Nantana in her home just outside Chumvi, a small Masai village without electricity and where residents depend on livestock for their survival.

Nantana’s parents are jobless and without livestock.  As is tradition in Masai culture, Nantana’s parents tried to sell her for cows twice when she finished primary school last December 2012 but Nantana refused because she insisted that she wanted to find a way to join high school.  In hopes of raising enough funds, she repeated Grade 7 in hopes of having time to raise enough money.

When we met with Nantana at her home, she shared with us that she has hopes to finish high school and then get accepted into University.  She would like to be a lawyer and is particularly interested in working to achieve improved rights for children in Kenya and around the world who are not able to get educated. Furthermore, she would like to come back to her community and work with the younger female children in her community who are forced to marry early.

Monicah is a friendly, hard working and bright 15 year old. Her favourite subjects are Math, English, Kiswahili and Christian Religious Education.  When we visited Monica at her home where she lives with her grandparents and older brother, Francis in Maginna, Kenya we were so impressed at how eager Monica was to get back into school any way she could.

Monicah moved to live with her grandparents when she was 3.   Monica’s  stepfather would not allow her and her older brother to live with their Mom. Monicah’s grandparents used to work as forest workers in Kirita forest but in 1990 President Moi removed all the people from this area. The area that they live in now is reserved for a hospital so they could be asked to move with no compensation at any time.  Monicah’s grandfather works various different jobs that he picks up and Monicah’s grandmother is unable to work at this time because she has diabetes and is often too weak to work. They often do not have enough money to meet their basic needs and it is therefore very difficult for them to pay school fees.

Monicah had a difficult school year last year. Primary education became free in Kenya in 2003 but high school is still a luxury that many can’t afford. She tried to join a boarding school she was accepted to but couldn’t raise the fees of 35 000 ksh needed for first term so she had to sit out the first term. In term 2 after her grandfather found a loan, she joined term 2 in a day school which costs 5000ksh per term ($65 Canadian dollars). However, in term 3 she had various debts so she would get sent home from time to time. Monicah did well when she was able to go to school but because of her many absences Monicah has agreed to restart Form 1 with the help of Education is Power in hopes that she will not have to be kicked out of school again for lack of school fees.

Her goals after high school are to continue her education so that she can become a teacher and eventually a secretary for education.

Community Volunteers Service Kenya (CVSK)

(EIP student Samuel Wakang’u is the founding director of CVSK).

Photo:  Samuel Wakang’u (second from left) with CVSK members

CVSK is a non-profit youth development initiative that is non-political and non-racial.  It is a registered Community Based Organization (CBO) with the Kenyan government. CVSK spans across many issues designed to empower Kenyan youth to become engaged in community development and environmental sustainability.  CVSK envisions well mobilized youth with an enriched livelihood, available resources, improved literacy rates, intercultural understanding, and a passion to ensure environmental sustainability. The mission is to promote and improve the livelihoods of Kenyan youth while ensuring environmental sustainability.  This mission is achieved by providing information and opportunities that connect education, environment, employment, and personal growth leading to sustainable development.

OBJECTIVES

• To initiate networking among youth of different cultural and social backgrounds thus enhancing peace and intercultural understanding.
• To improve education among youth at all levels thus increasing literacy levels.
• To raise awareness on the value and importance of a sustainable environment.
• To promote and support socio-economic activities that are environmentally friendly and youth oriented.
• To provide inter-cultural learning experiences and opportunities for Kenyan youth to explore new parts of Kenya thus developing respect for other cultures.

CVSK main activities include:

• Conduct local, national and international youth work camps (A work camp is a short term voluntary project that generally brings together people from different countries, cultures and backgrounds to live and work together on needed projects for sustainable development in a particular community)
• Run environmental education and outreach programs for primary and secondary schools.
• Implement environmental activities such as tree planting and community clean-up gatherings.
• Organize career planning workshops and community sports events.
• Organize informative youth/community workshops and debates.
• Help people initiate income generating activities such as rearing pigs, sheep, chickens, and growing vegetable produce.
• Administer and assist in research activities for university students or other researchers

Samuel Wakang’u is a founding student of Education is Power (EIP).  Thanks to EIP, Samuel was able to begin a Bachelor of Science and Environmental Education at Kenyatta University in January 2009.  He completed the degree in December 2012 and as of January 2013 he began his first year of a two year Master’s program in Environmental Studies (Community Development).  While in university, Samuel has been deeply involved in initiating Community Volunteers Service Kenya (CVSK).  In July 2013, Samuel was delighted to learn he was the winner of the Canada World Youth Outstanding Overseas Leadership Award for his work with CVSK.

The Canada World Youth (CWY) Leadership Awards is an annual award that recognizes the outstanding achievements of young Canadians and youth from around the world who are engaged in initiatives that promote sustainable development at local or international levels. The objectives of the Leadership Awards are to:  call attention to the important role that youth leaders play in their communities; provide additional financial and promotional support to innovative youth-led projects; and provide an opportunity for the laureates to share the impact, the successes and the challenges of their projects with their peers across Canada. A cash prize of $3,000 and a plaque of recognition are awarded to each of the three laureates. The prize money is to be used to support the project of the laureate.  The three awards are:  The Outstanding Canadian Award, The Outstanding Overseas Award, and The Youth Innovation Award.

For more on Samuel Wakang’u go here.

Founding Student’s Educational Programs:

 Left:  Samuel Wakungu and right: Stephen Kamau are the founding students of Education is Power

Stephen Kamau’s Educational Programs:

Bachelor of Tourism Managment, Moi University, Nairobi, Kenya (July 2013 to Present):

In line with the Ministry of Tourism’s Strategic Plan for realization of Vision 2030, the Bachelor of Tourism Management (BTM) program aims at producing highly, but broadly inter-disciplinary oriented professionals in aspects of tourism planning, development and management; tourism promotion and marketing and; also, sensitized to the variety of the natural and cultural habitats of the world, the basis of tourism activities. After completion of the training, the BTM graduates should be equipped with competencies (knowledge, skills and attitudes) in planning, development and management of tourism and recreation resources in ways that enhance sustainability.

The overall goal of the Bachelor of Tourism Management program is to provide students with knowledge, skills and appropriate attitudes in tourism management in order to enable them to effectively participate in the development of tourism as an academic discipline and to improve the standards of management in the tourism industry, and also to enhance the cultural and environmental aspects in the promotion of domestic and international tourism on a sustainable basis.

(Stephen started in year 2 because he completed a joint Diploma program with Wildlife Clubs of Kenya)

Year 2:
Semester 1: Theme: The Business of Tourism

Courses:
Tourism Economics
External Environment
Principle and Practices of Management
Tourism Geography
Leadership and National Development
French Structure II or
Intermediate German I or
Beginners Spanish III or
Intensive Reading and Writing in Chinese

Semester 2: Theme: Tourism Planning and Development

Courses:
Tourism policy and Planning
Tourism Product Development
Tourism and Environmental Management
Financial Management and Control
Airfare and Ticketing and Information Systems
Intermediate French or
Intermediate German II or
Intermediate Spanish I or
Chinese Speaking and Listening
Industrial Attachment I (Outside the Semester)

Year 3
Semester 1: Theme: Strategic Management of Tourism I
Courses:
Quality Management Systems
Strategic Marketing Management
Travel and Tour Operations Management
Managerial Accounting for Decision Making
Research Methods
French for Tourism I or
Advanced German I or
Intermediate Spanish II or
Extensive reading and listening comprehension

Semester 2: Theme: Strategic Management of Tourism II

Courses:
Destination Management
Consumer Behavior
Meeting, Incentives, Conventions and Events
Entrepreneurship
Statistics and Data analysis
French for Tourism II or
Advanced German II or
Intermediate Spanish III or
Chinese for Tourism
Industrial Attachment II (Outside the Semester)

Year 4:

Semester 1: Theme: Sustainable Tourism Development

Courses:
Tourism Law and Practice
Sustainable Tourism
Contemporary Issues in Tourism
Research Project and Presentation
Oral Expression or
German in the Hotel Industry or
Advanced Spanish or
Advanced Chinese for Tourism

Semester 2:
Elective Semester Series: Students are required to select one of the three clusters.

Cluster One
Theme: Culture Based Tourism

Courses:
Rural and Urban Tourism
Cultural and Heritage Tourism
Community Based Tourism
Project Development and Management
Business French or
Chinese Language Computer Programs

Cluster Two
Theme: Nature Based Tourism

Courses:
Project Development and Management
Wildlife Based Tourism
Coastal and Marine Based Tourism
Leisure and Recreation Management
Business French or
Chinese Language Computer Programs

Cluster Three
Theme: Tourism Diversification

Courses:
Project Development and Management
Domestic Tourism
Sports Tourism
Special Interest Tourism
Business French or
Chinese Language Computer Programs

 Stephen’s Diploma in Wildlife Management and Tourism (May 2008 to April 2010) 

ABOUT THE COLLEGE :

The Centre for Tourism Training and Research is a part of Wild Life Clubs of Kenya (a charitable non governmental organization), and Moi University. Moi University is a government institution and examining body hence their accreditation will be highly valued and recognized in the case of job seeking.  Stephen will also have the option to do a joined degree program at Moi University.

The school is located about 15 km South of Nairobi. The school is accessed by people who are able to raise the fees or by people who have persons to support them. There are no loans available to students in tertially college except in public university which are very few compared to high school graduates per year. There are several private universities and colleges which are very expensive for a common person in Kenya.

DIPLOMA IN TOURISM AND WILDLIFE STUDIES

• The diploma in Tourism and Wildlife studies course is a joint programme between Moi University (Faculty of Forest Resources and Wildlife Management and Tourism Department) and the Wildlife Clubs of Kenya (WCK).

• The course aims at meeting the needs of the middle cadre professionals in the tourism and wildlife sector that is currently no longer offered in Kenya. The tourist sector is one of the most important industries in our country and this is to a large degree driven by our wildlife and other natural resources.

COURSE DESCRIPTION

• Students must take Fourteen courses in the first year namely, Professional Techniques in Tour Guiding and Administration, Touristic Geography of East Africa, French/German, Tourism Theory, Social Studies, Law, Radio Theory and communication practice, History of E.A, Social Anthropology, Community Based Conservation, Intro. to Computing, First Aid, Driving, Field attachment.

In the second year students will take twelve courses:  Mammology, Ornithology, Outward Bound Training, Introduction to Tourism management, Basic Statistics & Research Methods, Principles of Marketing , Animal Diseases, Wetland Conservation , Research Project, Park management, Policy and law in Tourism & Wildlife Management, Introduction to Hospitality Management, Human Dimensions in Wildlife Management, Integrated Coastal Zone Management, Principles of Accounting, Principles of Management, Travel and Tour Management, World Tourism, Health and Environment, Range Ecology and Management, Introduction to Wildlife Utilization and Economics, Ecotourism and Entrepreneurship.

Samuel Wakung’u Kiarie’s Educational Program’s: 

MSC. ENVIRONMENTAL STUDIES AND COMMUNITY DEVELOPMENT, Kenyatta University, Nairobi, Kenya  (January 2013 to present)

Kenyatta University is situated about 23 kilometres from the city of Nairobi on the Nairobi-Thika highway.  It is a large university with 1,100 acres of land. Although, this university is less expensive compared to The University of Nairobi, it is still impossible for a common Kenyan citizen with good grades to attend. The majority of Kenyan citizens that attend university are of the upper class or have been able to find someone to support them.

COURSE OUTLINE

1.      ECD 500: Environment and sustainable community development

2.      ECD 501: Applied statistics

3.      ECD 502: Integrated Environmental Impact Assessment and Auditing

4.      ECD 503: Participatory and Qualitative research approaches

5.      ECD 505: Ethics, political systems and Environmental Governance

6.      ECD 506: Research methods and scientific reporting

7.      ECD 507: Environmental organisational and institutional development

8.      ECD 508: population dynamics and environmental health

9.      ECD 509: Agriculture, dry land management and environment.

10.  ECD 512: Environmental risks and disaster management

11.  ECD 514: Community capacity building and project management

12.  ECD 517:  Gender, environment and sustainable development

13.  ECD 519:  Ecosystems and Human well-being

14.  ECD 521:  Social thoughts and analysis

15.  ECD 522:  Environmental insecurity and peace building

16.  ECD 523:  Global environmental challenges

Bachelor of Science and Environmental Education, Kenyatta University (January 2009 – December 2012)

 Courses in Samuel’s Degree program:

 Enterpreneurship
 Introduction to creative and critical thinking
 HIV/AIDS and Drug Education
 Principles of Environmental Education
 Philosophy of Environmental Education
 Formal Environmental Education
 Environmental Interpretation and Communication
 Environmental Sociology
 Indigenous Natural Resource Conservation Practices
 Education for Sustainable Development
 Environmental Advocacy
 Information Technology for Environmental Education
 Environmental Journalism
 Curriculum Development for Environmental Education
 Field Attachment
 Population and Natural Resources in Kenya
 Non Formal Environmental Education
 Outdoor and Outreach Environmental Education
 Social Impacts of Development
 Environmental Policies and Laws in Kenya
 Environmental Conflicts Resolution
 Research project I
 Research project II

For more info visit: www.ku.ac.ke

Dorcas Njeri, student of Mbua-ini Secondary, Matathia, Kenya

Hello my name is Dorcas.  I was born in 1997 and brought up in Koibatek District in Rift valley by my parents. I attended Athinai Primary School. My parents lived in Koibatek until January 2008 when the post election violence broke and we had to run for our lives. Since then we moved to Nyahururu which was more safe and I joined another school there. It was then that my father became a casual laborer and our lives changed completely. We stayed in Nyahururu for one year and half and later moved to Magina village in Kijabe, Lari District in the year 2010. My sisters and I joined Kago primary school to continue with our studies.
In 2011 I sat for my Kenya Certificate of Primary Education (KCPE) exam and attained 226 marks. Since those grades were not very good and my parents didn’t have money to support me to join secondary school I decided to repeat  in 2012 I scored 263 marks. I was invited to join either Bongo Girls Secondary or Kinale High School. I opted to join Bongo Girls and my parents weren’t able to raise the $400 it cost for this boarding school.  The amount we could raise was only $95. Unfortunately the school could not accept me stay in school even after my parents had paid the $95. They severally pleaded with the Head teacher for me to stay but I was not allowed. I stayed at home for nine months and my dream appeared to be shattered.  I am so grateful Education is Power stepped in to help me attend Mbau-ini Secondary day school where I must pay $130 yearly.

My dream:

I have a dream, a dream to become a doctor so that I can help those suffering from different diseases in my community and in my country. This will also help me to support my family and other needy people in my community.

Appeal for support:

I appeal for support since my parents are not able to support me. Since we were displaced from our home in Koibatek my parents now rely on casual labor and not every day and are paid only $2 per day which is only enough to feed us but cannot be enough for the school fees.

Student of Business Information and Technology at Mount Kenya University, Nairobi:  Joseph Gitau Kamau

Hello, my name is Joseph Kamau from Kenya.   I was born on April 4th 1990 in Nairobi, Kenya.  I am the first born of 5 in my family of four sisters.   My family lives in Central Kenya, Kiambu County of Lari district in Kamuchege location.  My parents are James Kamau Gitau and the late Jacinta Mugure Kamau. My Dad is a government employee under ministry of devolved government and is ranked as Chief (2) (a local leader in charge of our location). My late Mum was a secretary in early 90s but later retired to farming until she died in April 2012.

I graduated from Gathiruini boy’s high school. In 2010-2011 I participated in a Canada world youth/KENVO youth exchange where I stayed in Ottawa, Ontario for three months. In Ottawa, I made friends with many including my hosts who later fundraised for my Diploma education.  I joined the Kenya institute of professional studies in April 2011 where I graduated with a Diploma in Information Technology. In April, 2013 I was admitted to Mount Kenya University to undertake a Bachelors degree in Business Information Technology (BBIT).  From June 2012 to august 2012 I worked for an IT company as a computer programmer.  Currently I am working in Kimende as
a youth representative in my constituency – a job I officially started on 15th may 2013.

I am also a local gospel artist by the name GK JOSEPH also on youtube.com check the GKJOSEPH1 channel. I currently am the
volunteer project coordinator for Kamuchege sea scouts, a roverscouting unit that works with KENVO (Kijabe Environment Volunteers) in environmental matters and community development.

Q & A with Joseph Kamau

Why do you want to continue with your education?

For over a decade now Kenyan education has and is still growing extensively. The growing economy requires well trained, experienced and highly qualified personnel in the job sector.  This has made Kenyans advance their knowledge and education in order to fit in the job sector and to contribute to the growth of the national economy. Personally, I have considered these realities, and through my experience I have learned of my need to advance my education in order to obtain my desired career as well as be productive in the economy. Unfortunately, diploma level education is not enough for what I want to do in the Kenyan job sector; one needs at least an undergraduate degree in order to have adequate  skills in the IT sector as well as in other key economy based sectors of expertise. Reasons for my career upgrade are based on emerging issues and trends that the global economy dictates.

How will your community benefit from you gaining this education?

Kenya’s positive innovations that are currently ongoing are running under a plan known as KENYA VISION 2030. The plan works to ensure a sustainable national economy. Technology is one of the key pillars in this plan and students are being encouraged to embrace the IT sector as it is a strong hold to the vision. Many institutions and businesses both local and national are looking for more advanced technology to ensure that they are inline with the inevitable growth. I will focus on advancing my education so I can contribute to the local and national growth in my community from my village to my country. The degree course is wide and has preference to both business and technology allowing one to become equipped with managerial and technical skills to match to community growth.  I can help with such initiatives such as a small dairy farming cooperative in my hometown, and I will aim to work on other projects that will benefit most from my skills and will add to the betterment of the entire nation.  My goal is to become a business IT manager and a skillful computer programmer to ensure a positive change for my village and internationally.

How will you be able to help ensure environmental sustainability with your future plans? Why do you think environmental sustainability is important?

Environment involves our surroundings and surely it is what we live in all our lifetimes. When the environment is at stake the entire world is also at stake. Environment sustainability is the process that many know not how to handle. During my time in the Canada World Youth youth exchange program I learned a lot about environmental issues. It is then that I came to know the true value that the environment holds starting from clean water, forestation and environmental awareness campaigns etc. I came to know that it is an obligation of each and every individual to ensure a healthy environment in his/her surroundings. As a scout leader and with KENVO, I have been able to plant over 1,500 trees in my community. In the future I plan to initiate similar projects to other groups, friends and family. I am very dedicated in helping to ensure environmental sustainability whether in my work or as a volunteer.

Please explain in detail any volunteer experience you have. Will you continue/start to volunteer – if so doing what? Why do you think it is important to volunteer in your community and at large?

I have volunteered for many organizations and it’s something I still do. It started when I was as young as 10 when I joined scouting. There, I participated in tree planting projects, charity work, health campaign walks and marathons all through until the age of 18 when I finished high school. I then joined the Canada World Youth/KENVO program where I volunteered for over six months with many organizations such as KENVO, CWY, AMNESTY INTERNATIONAL and HABITAT FOR HUMANITY. Since then after the program I have continued to volunteer in my scouting group and outside to the community in charity work, tree planting projects, environmental awareness campaigns and organizing national holiday events.  Volunteering is something that I will continue to do as I believe it is so important.  It is through volunteering that I can really give back to the community/nation and also gain experience to allow me to succeed in work endeavors.

Why would it not be possible for you to gain an education without outside help to pay towards your school fees?

University education in Kenya is extremely costly even to middle earning Kenyans. Savings from my current job’s salary and other sources will only be able to cater for my school materials costs, transport, accommodation and food expenses. My savings from May 2013 till September 2013 will similarly only be enough to cater for the statutory fees charged once on admission. It follows that I am completely unable to contribute for the tuition fees of (between $700 and $750 per semester of 8 semesters depending on exchange rates) and even if I can get a student loan it will still leave me to pay about $475-$500 per semester, which I don’t have.

Is your immediate or extended family able to contribute anything to your educational costs?

My father, the only able family member will be able to support my education dream by raising $50 per semester of eight i.e. $400 for the entire degree program.

Are you able to obtain a student loan, scholarship, or subsidy from any government or agency?

I submitted an education loan request to Higher Education Loans board and I was told that I can be given around $200 per semester as a loan payable on small installments once I graduate.

Do you have any savings to contribute to your education costs?

My monthly salary is 20,000 Kenya shillings i.e. $250. My monthly expenses i.e. house rent, upkeep and food run about $187.50 meaning I am able to save some $62.50 per month. Also I will at times get some allowances from my scouting project i.e. around $25 per month. Total savings will then be $87.50 per month. The transport costs to school in Nairobi will go for about $75 per month. Books and other class requirements can be catered for by the remaining $12.50 per month of the total savings of $87.50 per month.  I will be working even after I join school. I have taken the part-time mode of study to allow full time work. With my monthly job savings and from other sources i.e. scouting work, I will be able to cater for my accommodation, food, transport and writing materials pretty well through the semesters. From May 2013 till September 2013 I will save for statutory fees and other involved costs. During the breaks between semesters I will save towards any other costs the school will have as well as overcome the unforeseen costs that may arise. All the same I won’t be able to raise my tuition/school fees. This is precisely the reason as to why I request for your assistance on my tuition/school fees throughout my degree program starting from September 2013.

Below is the course outline for Bachelor of Science in business information technology (BBIT):

The degree provides students with the opportunity to expand their knowledge in both business and information technology fields.

Business majors include:

• Administrative management
• Human resource management
• International business management and leadership
• Marketing
• Supply chain management
• Tourism management
• Management mathematics
• Principles of management
• Business statistics
• Ethics
• Business law
• Accounting
• Foundation of mathematics
• Micro economics
• Communication skills

 
Information technology majors include:

• Applied computer science
• Information systems development
• Networking and security
• Information technology management
• Computer organization
• Fundamental of computer systems
• Computer operating systems
• Computer programming

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