Introduction

Mentorship is a critical aspect that boosts students’ intrinsic motivation. Students who are constantly mentored are highly motivated to learn since they are exposed to extra curricula opportunities that make them appreciate life skills such as self-awareness, self-esteem and the need to achieve self-actualization.

About Mentorship
Mentorship is a one-to-one relationship between a student and an adult that occurs over a prolonged period of time. The Mentor provides consistent support, guidance, and concrete help to the girls who is in need of a positive role model. Girls involved in the Mentoring program may be going through a difficult and challenging situation, a period of life in which they need extra support.

USP
Academic and Career Mentorship

1. Connects youth to opportunities through enhanced competency and relevance at tertiary level
2. Facilitates improvement of the quality of education; and increase transition and retention rates
3. Bridges the gaps between student and labour markets by offering internships and career choices
4. Influence students in schools to make appropriate decision and take responsibility of their lives.
5. Awakens the desire to excel and have a meaningful lifestyle.
6. Grants students the opportunity to meet mentors from different career inclinations to mentor them along their career choices

Benefits

1. Motivate students to stay in school as a result of mentoring and life skills activities
2. Inspire students to attend regularly attend school due to school level mentoring activities
3. Inspire students to focus their future
4. Improve learning among students
5. Expose students to professional support for growth and development

Our Clients

1. Primary Schools
2. Secondary Schools
3. Tertiary Institutions

Our Customers

1. UNICEF
2. DFID
3. GCERF

Introduction

Management of students’ information in schools using the current manual system has posed a great challenge due to lack of real time information to enhance decision making. Direct reporting to higher level upto the Ministry of Education Science presents information loss and thus automation of processes is a critical factor in order to meet the 21st century education goals.

About BioSIM Managing School’s students’ enrollment, classroom attendance and learning can be a rigorous process with the current manual system presently employed at various schools are unable to meet these challenges.

ICL has developed a Biometric Student Information Management system (BioSIM), a web based School Information Management System that has automated students’ and school information management in Kenyan schools.

Features

The system uses the iris as a unique identifier and comprises of:

1. Enrollment Module which can track student enrollment in schools
2. A Class attendance module that automates tracking of students’ class attendance
3. A performance management module
4. A School Fees modules that aids track information on school fees payment*.
5. Parents Management module
6. Teachers Management Module
7. Quality Assurance Module for the Quality Assurance and Standards Officers

USP
Academic and Career Mentorship

• BioSIM offers the Ministry of Education Science and Technology with the entire Quality Index rating tool.
• This integration offers the Quality Assurance and Standards Officers with a one stop platform that assess schools and generates a report real time.
• The platform is able to link the school performance to the quality index school, this breakthrough integration will allow for the alignment of resources to schools with great need
• Non Repudiate proof of school enrolment hence accurate allocation of funds for schools
• Real time and Non repudiate proof of students attendance
• Greater involvement of parents in school activities
• Flexible and adaptable to different geographic regions in Kenyan education landscape
• Valuable asset to the MoEST in tracking students who move from school to school
• Can easily be adapted to enhance national security in the country

Benefits

• Track actual student enrolment
• Track student attendance
• Track student performance
• Track teacher attendance
• Track school fee payment*
• Inform parents of student attendance via SMS
• Track missing/lost/kidnapped children
• Enhance child security
• DQASO school and teacher assessment time reduced.
• Work of DQASO reduced due to the fact that they know what they are checking in schools.
• Data can be assessed on a real time basis at different levels.

Our Clients

1. Primary Schools
2. Secondary Schools
3. Tertiary Institutions

Introduction
The search for jobs & opportunities by graduates on one hand and skills & competencies by employers that match their needs on the other hand is an everyday dilemma that Chuo2Kazi seeks to address. Focus Area
The goal is to bridge the gap between students and the labour market by connecting them to opportunities through:

1. CV writing and screening
2. Career Boot camps
3. Internships
4. Mentorship
5. E-Learning

About Chuo2Kazi
Chuo2Kazi is a platform that is acting as the medium between students, schools & institutions of higher learning and job opportunities by offering internship and mentoring opportunities for students to effectively transition from schools to work by acquiring and developing transferable skills and work culture in the labour market.

A) CV WRITING & SCREENING
The product is aimed at equipping the participants in the chuo2kazi get resumes which is marketable. The key markets are the chuo2kazi participants in the various colleges. The procedure for the CV screen involve:

1. Sending an online Cv for review at recruitment@ichooselife.or.ke
2. Making payment for the CV
3. Completed CV is emailed back to the client in 3 days after receipt of payments
4. The total cost for review is kshs 250.

B) CAREER BOOT CAMP
Career boot camp is a one day workshop aimed at assisting students in developing employability skills in the different areas. The program targets finalist in colleges and fresh graduates who are yet to start work. Our career boot camps are organized in liaison with universities and colleges placement/ career offices in the different institutions and organizations. The career boot camp curriculum entails:

1. Strategic career path training
2. Resume training
3. Interview skills tips
4. Job searching strategies
5. Emotional intelligence
6. Time management skills

C) INTERNSHIPS
Internship program aims at improving transition and completion rates of young people in school. Students get hands on exposure to a working environment under rotate under different department going through a structured program to ensure that they acquire optimal skills and knowledge in that department for the assigned duration.

The target group consists of fresh graduates and college graduates seeking internships for academic purposes attached for 3 months. Throughout the internship, the interns receive mentorships from the attached supervisor. Upon completion interns are given letters of recommendation and revamped CV to assist them in Job placements.

Interns are attached to the following fields and departments

1. Project Management
2. Monitoring and Evaluation
3. Project Finance, Planning, Budgeting and Reporting
4. Administration and Procurement
5. Resource mobilization; proposal development
6. Entrepreneurship skills training and field
7. Field exposure (Health Programs)
8. Communication and Marketing
9. Business enterprise /development
10. Human Resource Management

D) E-LEARNING
E-learning aims at equipping participant for professional development in wide range of field. ICL partners with global universities to offer a 3 month training and certification. The product targets students as well as professionals.

Course includes but not limited

1. Principle standard for research in HIV
2. Certificate in M&E

Features
Programs under our employability program (Chuo2kazi) include:

1. CV writing and screening
2. Career Boot camps
3. Internships
4. Mentorship
5. E-Learning

USP

1. Connects Youth to Jobs
2. Increases the skills match with Corporate world

Benefits
Chuo2Kazi serves to

1. Improve the quality of students who transition from tertiary institutions to the labour market through a 3month internship program
2. Facilitate students in making decision regarding their careers through placements, CV Screening and interviews skills
3. Improve competency and relevance of education by impacting students with practical job skills.

Our Clients

• Students
• Graduates
• ICL ALUMNI
• MSH
• PSK
• University Of Washington
• Taita Taveta County
• Laikipia County
• Uasin Gishu County

Introduction
The Internet and Computing Core Certification (IC3) is the world’s first validated, standards-based training and certification program for basic computing and Internet knowledge and skills.

Focus Areas: Digital Literacy

About
IC3 validates basic knowledge and ability to use computer hardware, software, and the Internet productively. It is the ideal certification for anyone that wants to demonstrate critical computer and Internet skills valued in today’s academic and professional environments. Because digital literacy is vital to the success in both of these endeavors, Internet and Computing Core Certification (IC3) is the perfect credential for both traditional and non-traditional students as well as employees.

The IC3 Digital Literacy Certification is a global standard that provides candidates with the foundational knowledge they need to succeed in every environment that requires the use of computers and the Internet. Individuals who are certified in IC3 are qualified to meet the technical requirements that are needed for an entry level employee or first-year college student.

Features
Addresses several new concepts common to digital literacy, such as:

1. Social media
2. Collaboration
3. Digital devices
4. Research fluency
5. Critical thinking
6. Cloud computing

USP

1. It is a standard for basic digital literacy
2. It covers a broad range of computing knowledge and skills
3. It proves competency in three areas namely Computing Fundamentals, Key Applications, and Living Online.

Benefits

1. Motivates students in their learning due to their enjoyment and ease of use with various technological mediums.
2. Reaches students of various learning styles. Technology use applies to and compliments
3. Allows students to create and design their own unique products reflective of their personalities and learning needs/styles.
4. Encourages students to manipulate media to construct their own meaning.
5. Enables students to easy share their learning with teachers, families and peers.
6. Gives students the chance to explore technological mediums which in inevitable increase job skills that employers look for in the workforce.

PROJECT PARTNERS

1. Virtual Learning Solutions (VLS)
2. Certiport
3. Taita Taveta County

Click here to download the registration form.

Introduction
The Microsoft Certified Educator (MCE) is a competency-based professional development and certification offering.

Focus Areas:

1. Digital Literacy for teachers
2. Teaching with technology

About
Technology-neutral, the MCE assessment enables educators to demonstrate competency as outlined in the United Nations Educational, Scientific, and Cultural Organization Information and Communications Technology, Competency Framework for Teachers (UNESCO ICT-CFT), Technology Literacy Approach. It also offers an opportunity for educators to differentiate themselves in the education field, and enhance their value for current and future employers. USP
Key Competencies for Teachers will include:

1. Demonstrate Understanding of the Technology Literacy Goals Described in the CFT Framework
2. Demonstrate Basic Knowledge of How ICT Resources Can Support Curriculum Outcomes
3. Use Basic Tools to Support Learning Activities
4. Organize and Manage a Standard Classroom
5. Use Digital Literacy Tools to Enhance Professional Performance

Features

1. It is a professional training for teachers
2. Its mapped to the UNESCO ICT Competency Framework for Educators,
3. Its resources include a free self-assessment, free customized eLearning, and the Technology Literacy for Educators (62-193) certification exam

MCE learning and validation steps aligns to six key aspects of ICT and pedagogy integration:

1. Education Policy
2. Curriculum & Assessment
3. Pedagogy
4. ICT/Technology Tools
5. Organization & Administration
6. Professional Development

Benefits

1. It improves Teacher Competency
2. It enhances Teaching and Learning
3. It enhances teaching with technology a key ingredient for 21st century teaching and learning skills

Our Partners

1. Virtual Learning Solutions (VLS)
2. Certiport
3. Taita Taveta County
4. Computer for Schools Kenya
5. Microsoft

Click here to download the registration form.

Jielimishe GEC project is one of the existing education projects in the country whose major focus is to improve enrolment, attendance, retention and learning through its targeted integrated intervention. The project is funded by the UK government (UKAID) through Department for International Development (DfID) and is being implemented by I Choose Life Africa and her partners; Kenya Red Cross Society and SoS Children’s Villages Kenya. The project seeks to improve life chances of marginalized girls in Kenya through education, through an integrated intervention and multi-level approach.

The project seeks to address 5 key challenges affecting marginalized girls’ attendance to school and learning. These challenges are: Cultural barriers, quality of teaching, leadership and management of schools, inadequate infrastructure, and inconsistent implementation of MoEST pro girl education policy and lack of adequate motivation for girls to attend, stay in school and learn. The consortium envisions that, with the girl child at the core, as a result of addressing the school environment (the quality of teaching, infrastructure and teacher attitudes); the girls’ community (parents/primary care givers, community gate keepers/resource persons) as well as government policies and their implementation the marginalized girls shall enroll, attend, stay in school and learn ultimately resulting increasing their life chances.

I Choose life-Africa and her strategic partners seek to achieve the following objectives:

1. To strengthen target communities to develop mechanisms that encourage girls to attend and stay in school
2. To strengthen schools (teaching, management and policies) to ensure girls stay in school and learn.
3. To improve school infrastructure through increased resource mobilization
4. To advocate for full implementation of Ministry of Education pro-girl policy
5. To motivate and inspire girls to stay in school through mentorship.

Prior to implementation of the project, a baseline study was conducted to help find out the prevailing county specific issues affecting access, attendance, progression and quality of learning. The findings therefore helped design a project engrained on relevance to address the real issues. Project implementation commenced in March 2014 with continued technical and monitoring support from PWC and FHI. Ongoing involvement of Ministry of Education Science and Technology (MoEST) both at the national and the county level has been the projects strength and the guidance given from these relevant offices has gone a long way in implementation of effective and efficient interventions that are now affecting enrolment, attendance, transition and learning.

Project Goal
To Improve Life Chances of Marginalized girls

Project Outcomes

1. More girls are enrolled in school (Improved enrolment)
2. Girls regularly attend school (Improved Attendance)
3. More girls learn and complete cycle of education (Improved Learning)

Project Outputs

1. 60 Communities strengthened to encourage girls to stay in school
2. 60 Schools strengthened (teaching, management and policies) to ensure girls stay in school and learn
3. School infrastructure improved through increased resource
4. Strengthened implementation of ministry of Education pro-girl policy
5. Girls motivated and inspired to stay in school through mentorship.

Project Implementation Areas

1. Laikipia – Nomadic semi-arid
2. Meru – Rural Poor
3. Mombasa – Urban Poor

Interventions at the community
The major activities under this component include:

1. Community sensitization through community owned resource persons (gatekeepers) towards responsive and supportive communities
2. Community advocacy through Media to sensitize communities that lowly value girls education
3. Community sensitization through parents teachers association to foster supportive communities towards school development
4. Provision of material and technical support to safe houses to enable them support rescued girls continue with their education
5. Economic empowerment for poor parents to enable them support education for their children
6. Supporting families to develop and implement family development plans
7. Establishment of a watchdog mechanism at the community in Ward Education Management Committees to ensure all children enroll and attend school

Interventions at the school
The major activities under this component include:

1. In service Training of teachers for improved delivery
2. Capacity building of school management in data for decision making and resource mobilization towards better governance
3. Provision of teaching and learning materials
4. Roll out of Biometric School Information management System (BioSIM) to enhance attendance monitoring
5. Roll out of ICT for Learning to enhance teaching and learning
6. Strengthening of Life Skills Education Implementation
7. Teacher monitoring and coaching

Interventions targeting the girl
The major activities under this component include:

1. Academic and career Mentorship for learners to improve their intrinsic motivation and inspiration to attend stay in school and learn
2. Provision of sanitary towels
3. Partial scholarship/sponsorship for out of school needy girls
4. Life skills education
5. Aflatoun clubs formation to enhance learners social and entrepreneurial skills

Beneficiaries
The Primary beneficiaries of this project are 10,170 girls (both in school and out of school) from the 3 counties. The secondary beneficiaries are teachers, parents, boys in schools and Ministry of Education Science and Technology.

THE COMMUNITY

1. 1,120 parents trained on economic empowerment
2. 13,248 community members sensitized on girls education
3. 3 Ward Education Management Committee established
4. 2 Safe houses and 1 Drug Rehab center supported
5. 300 families of out of school girls identified and supported develop family development plans
6. 7,649 community members sensitized on re-entry policy

THE SCHOOL

1. 302 teachers trained on Gender Responsiveness for better delivery
2. 40 Primary School teachers trained on Life Skills and Aflatoun clubs
3. 9 Primary Schools acceleration learning
4. 307 BoMs and PTAs trained on Resource Mobilization
5. 60 Schools with Biometric School Information management system
6. 6 schools with ICT for learning
7. 34 corporate partnerships developed with schools
8. 7 schools upgraded infrastructure
9. 5 Schools established new infrastructure

THE GIRL

1. 12,436 Sanitary towels provided to needy girls
2. 20 Aflatoun clubs established for girls social and entrepreneurship growth
3. 121 out of school girls supported to enroll/re-enroll
4. 74 young mothers supported to re-enter school
5. 45 girls enrolled to acceleration learning classes

Partners in GEC

The SEAL (Sexual reproductive health, Economic empowerment, Academic and career mentoring, Leadership and governance) project was initiated by I Choose Life- Africa (ICL) in partnership with Economic Projects Trust Fund (EPTF) in 2009 in Nairobi County and later expanded to two other counties i.e. Machakos and Uasin Gishu counties.

The project seeks to holistically address the reproductive health needs of young people and to build on the knowledge acquired through research findings and lessons learnt in project implementation. This aims to test the holistic approach model that addresses sexual reproductive health and poverty as a determinant of health amongst students in secondary schools and their surrounding communities in a rural setting.

Project Goal
Improving reproductive health outcomes for young people in secondary schools through a holistic approach that addresses social determinants of health

Objectives

1. To adapt and implement the ‘holistic approach model’ in a rural setting to provide learning and a basis for national replication
2. To enhance sustainability of the ‘holistic model’ in Nairobi
3. To advocate for comprehensive sexuality education in schools nationally
4. To advocate for inclusion of entrepreneurship and innovation be covered in the high school curriculum nationally

Outcomes

1. Reduced risky sexual behavior among the high school going youth
2. Delayed Sexual debut among the high school going youth
3. Reduced unintended pregnancy incidences in high school

Project implementation areas

1. Nairobi County
2. Machakos County
3. Uasin Gishu County

Key Project outputs

1. Empowered youth who make informed decisions
2. Economically empowered parents who support education and effectively communicate on RH issues
3. Strengthened school responding appropriately to the RH needs of students
4. Infrastructural, development plans and policy frameworks supportive of RH issues

Project Partners

1. Swedish Mission Council (SMC)
2. Children Mission (Nav partners)
3. Ministry of Education (MoE)
4. Economic Projects Transformational Facility (EPTF)
5. I Choose Life – Africa

I Choose Life – Africa (ICL) recognizes that workforce development and networking amongst the stakeholders provides enormous employment opportunities for the youth in universities/colleges and out of school which holds the key to unlocking the growing youth unemployment challenges in the country. ICL with financial and technical support from Microsoft and UNDP is implementing the employers challenge initiative in Laikipia and Taita Taveta Counties.

Project Goal
The overall goal of this project is to mobilize Kenyan based employers to commit their companies to provide opportunities for youth, and to raise youth’s awareness of the opportunities and resources available online.

Project Objectives

1. To encourage learning and sharing of experiences on best practice approaches for companies to support youth – and build their talent pool.
2. To increase the number and quality of apprenticeship, internship skills building programs and job opportunities offered by companies based in Kenya.
3. To foster employer engagement and raise awareness & capacities of companies to design and implement successful internship and skills building programs.
4. To challenge the engagement and commitment of employers to provide Kenyan youth with opportunities for internship, apprenticeship and job placement.