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Open Society Foundations;
This is a special edition of Amplifying Voices that includes highlights of the Open Society Initiative for East Africa's work from 2005 to 2015. Amplifying Voices documents different journeys the foundation has traveled with its partners since its launch in 2005 and the collective efforts to realize human rights and freedoms for all.Amplifying Voices pays particular attention to those on the margins of society, including stories of working on the forced sterilization of HIV-positive women or those with mental health illnesses, promoting the rights of sex workers, or addressing the question of human rights and counterterrorism.The Open Society Initiative for East Africa started as a one-program initiative in 2005 in Kenya and today has grown to include eight programs in the region. Geographically, the foundation now works in Kenya, Uganda, Tanzania, South Sudan, and Sudan. It addresses issues including health and rights, disability rights, and food security.
Tiny Beam Fund;
HIGHLIGHTS:*By analyzing content related to meat, vegetarian, and vegan food in blogs and magazines in Kenya, this report uncovers cultural themes, attitudes, and beliefs about food in today's Kenyan popular media (e.g. lifestyle and nation are strong themes).*The report is aimed at helping those who want to support local Kenyan food systems, to stave off the "Westernized" diet and/or nutrition transition, to reduce animal-based food consumption in Kenya. In particular, it helps them to grasp the huge importance of understanding local food cultures and dietary practices, and to use culturally appropriate food messages in their outreach work.*To promote desired food habits in Kenya, the report suggests establishing annual vegetarian and/or vegan food festivals, encouraging individuals with culinary talent via awards, and supporting "restaurant weeks" in urban centers where participating restaurants provide special menus that offer discounts or new recipes.
This report draws on quantitative and qualitative methods to first examine trends in access to secondary education in CAC, then review policies and practices that can address barriers to access. We use case study methods in Kenya and Uganda to compare and contrast two different approaches to managing refugee education. The cases of Kenya and Uganda offer comparative insights that may inform policy responses for refugees across SSA. Whereas Kenya favors the encampment and separation of refugees from nationals, including through education, Uganda has pursued a policy of refugee inclusion and allows refugees to access its public primary and secondary schools. We consider the policy environment and state of secondary education for refugees in each case. Neither the Kenyan or Ugandan approach offers a clear solution to the lack of access to secondary education for refugees in CAC.
The NBDCK (National Book Development Council of Kenya) project aims to raise reading outcomes by offering extracurricular reading opportunities to public school children in the Kisii area of western Kenya. This is a micro level incremental innovation which originally included comparison to a control group, but this is no longer the case. Grade six students ('mentors') are trained to read with grade 1 and 2 students ('buddies') during informal small group sessions supervised by teachers trained to this end.
Uganda's Oil Industry has attracted huge foreign investment, but participation by SMEs has remained poor despite their importance in income generation, employment and poverty eradication. Although the Oil industry is highly specialised, it provides indirect investment opportunities for SMEs who make up 80 percent of Uganda's private sector. The opportunities available however have not been sufficiently usurped by SMEs due to the information gap on how to create business partnerships, requirements of the industry and actors in the industry.
Open Society Foundations;
The active and meaningful participation of citizens in public affairs is the distinguishing feature of democratic societies, which are judged by the extent to which governments open up to citizen involvement in public affairs and the space they give for citizens to hold the government accountable. It is because of this that citizens in Kenya and Africa in general continue to demand increased space for participation.This report is about the challenges of participatory democracy in Kenya; it assesses the state of democracy and participation in the country. It examines the institutional and legislative processes that would contribute to the consolidation of democracy and political participation. The report explores the available instruments, such as the Constitution of Kenya (2010), to enhance democracy and people's political participation.The report identifies impediments to Kenya's democratic consolidation, with the most important challenges identified as ethnicity and identity politics, the electoral system of first-past-the-post, and the dominance of the executive. The report notes that ethnicity is a symptom of the structure and use of political power. Specifically, the interplay of ethnicity and the competition for executive power have constrained public participation and the democratic transition in general.
This report is one component of a wide-ranging study on the education of secondary school teachers in sub-Saharan Africa. It informs and provides direct input into the larger study, which culminates in an Overview Report. The Overview Report is one of 13 background papers which contribute to a comprehensive study of secondary education in Africa (SEA) coordinated by the Mastercard Foundation and supported by a number of education partners operating across the continent. Uganda is one of four case studies selected for this research. The study's theoretical framework was developed out of the Literature Review, which also produced a set of research questions that guided the work of all components, including this case study. Data for the case study was derived from academic and other literature, as well as interviews with key role players in the field of teacher education in Uganda. These role players include government officials responsible for teacher education on a national and/or regional basis, teacher educators responsible for initial teacher education (ITE) and Continuous Professional Development (CPD), and teacher unions. Face-to-face interviews were conducted where possible, but some actors provided information via telephonic or electronic means.
The Gender Equality and Women's Empowerment Program (GEWEP) II was implemented over four years from March 2016 through February 2020. GEWEP II worked with and for poor women and girls in some of the world's most fragile states: Burundi, DRC, Mali, Myanmar, Niger and Rwanda. By the end of the program period, GEWEP IIreached more than 1 161 869women and girls, mainly through Village Savings and Loans Associations (VSLAs). Norad has supported VSLAs since they were first piloted by CARE in Niger in 1991. Since then, Norad has supported over 49 722 groups encompassing more than 1 150 625 women. This includes GEWEP II and previous programming, which GEWEP II builds on. During GEWEP II, more than 16 070 new groups were established. This is a key method for providing financial services to poor women and girls, and an important contribution towards the Sustainable Development Goals (SDGs) 1, 2, 5, 8 and 9, which all mention access to financial services.This report includes results on outcome and output level, of which the outcome level results were presented in detail in the GEWEP II Result Report submitted in May 2019. The table below summarizes the results at outcome level, for the global indicators that were collected across all program countries. These indicators were collected at the population level in the intervention zones. Overall, there has been positive change in the perception and attitude to women's economic, political and social empowerment in the intervention zones. On a national level, there has been positive changes in legislation, but implementation remains a challenge. A few indicators saw negative change. In Burundi, the percentage of women who state they are able to influence decisions went down from baseline, although it is still high at 88%. In Niger, the patriarchy remains strong, but despite challenges in changing men's attitudes, women have reported increased participation and social inclusion. The indicator focusing on women's sole decision-making saw little progress as the program worked more towards joint decision making.
This report considers key trends in secondary education in particularly with respect to enrollment and domestic and aid financing from an equity perspective. While many national governments and international donors have shifted their spending from primary to secondary education since the early 2000's, it is evident that unfinished business remains in regards to primary education, with the poorest and most disadvantaged still unlikely to complete the full cycle of primary education. Even when they do, many are not learning the basics, and their chances of transitioning into secondary education is much lower then their more advantaged counterparts. In order for countries to achieve the SDG4 targets by 2030, the way in which governments and international donors disburse their resources will have a huge bearing on countries being on track to ensure no one is left behind.
This situational analysis is about school to work transitions (SWT) in the sub-Saharan African context. We focus in particular on the transition from secondary education to work, including both general secondary education and secondary-level technical and vocational education and training (TVET). Secondary education is often framed as a conduit into tertiary education, but for many youths it is not. It is the last step in their educational trajectory, before or during which they may make the transition to work. This study is about how to best prepare youth enrolled in secondary school to transition to work and navigate a pathway to an employment trajectory that eventually leads to improved lives. We aim to provide a framework to structure thinking around school to work transitions, outline the context, identify the scope and the gaps in the knowledge base, and provide recommendations to guide future programming and policy on school to work transitions
Mathematica Policy Research, Inc.;
There is growing recognition that youth need more than formal or vocational education to thrive in school, work, and life. They also need life skills - a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. To leverage the growing momentum and give youth access to these vital tools for success, the Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE) supports grantee partners testing diverse approaches to strengthening life skills. The PSIPSE commissioned an in-depth study of 18 projects in 7 countries, uncovering actionable lessons on how to design, implement, assess, and scale youth life skills programming in low- and middle-income countries. The study is intended for practitioners and government officials interested in building, improving, and expanding work around life skills, as well as donors looking to advance this field and provide useful guidance to their grantees.
Mathematica Policy Research, Inc.;
There is growing recognition that youth need more than academic knowledge to transition successfully into employment and adulthood (Dupuy et al. 2018). They also need "life skills," a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. Life skills can enhance young people's agency and resilience, improve their psychosocial well-being, and predict a range of long-term outcomes, including health, job performance, and wages (Kwauk et al. 2018; OECD 2018, Kautz et al. 2014). The Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE), a donor collaborative, has invested in 18 projects to strengthen life skills in young people. This brief offers eight lessons based on the experiences of these projects—on the design, delivery, measurement, and scale-up of youth life skills programming in lowand middle-income countries (LMICs).