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Community Empathy Radio - Public primary schools visualization

We offer an engagement tool custom-made for rural primary school pupils, teachers, parents, neighboring community and Stakeholders

Photo of wekesa zab
24 23

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Thanks for the support .. We building this .. :) .. Feeback still needed ...


26-29th Nov - During the Nairobi # dbootcamp , I shared this Idea with the team i was part of and the were excited .. We put together a multidispline team and worked on a Hack( # myprimaryschool .. Possible code)  ...


How might data be used to make a difference for young children?

Opendata from kenya on primary schools- available data sets ...


Attachments - ECD service standard guidelines for kenya 2006 (extract) note - the listing on Data stakeholder collect - How might we put it to work beyond the shelfs? 


'Focus on learning outcomes rather than schooling inputs'


case Study on Radio Mining : "In Uganda, radio is one of the main ways people from vulnerable groups can publically express themselves."

From a countries Profile - Kenya has a free public primary school education policy, which has been in operation for the last 13 years.  " According to education impact audits, dropout rates and transition rates for children in these rural public schools are still wanting". Using relevant Data, communities need evidence based decision making for Change.

This concept is based on several practical concepts: Availability of mobile phones in most households, existence of an online community of schools, micro work and big data. An index designed to measure social sentiments will enable social listening in action, combining analytics with the vernacular languages and class/school outputs to provide insights on each school’s "community web radio" inputs and outputs. This "online web radio"/visualization tool  in turn provides useful information for pedagogy design and relevant material information to the greater community and curriculum development partners and stakeholders.

working on a google docs .. cutting down on "space" will share soon .. 

Playing around with paper.... sketchs .. hopefully by end weekend all the visualized - Some boring interface here..  might be just another community news blog beyond the back stage acts .. Which makes me think : How might this tool include the rest of the parents across the income divide?  Maybe low income parents dont exist in "solitude", - In pure low income communities. (30° progress)
 


THE STATE OF THIS COMMUNITY
Christopher Muyekho ( chris) is a parent at Makutano S.A. primary school, in Bungoma county, western Kenya.
He is a father of four, his first born son Ken is 10 years in class 5 and Naliaka her 4 year daughter is in ECD center both in Makutano S.A... The other two girls are 2 years and 4 months respectively.
 
Chris is a former student of Makutano S.A, it is a school he understands well, after his class 8 exams he was fortunate enough to get admitted in a local day high school in 2001, he graduated high school 2004. In 2005 January Naliaka mum , Teresa and Chris got married. 
 
Teresa runs a grocery Kibanda in the local market center on Kanduyi and takes the two kids with her daily . She is also a trained tailor but is yet to afford her own sewing machine, she occasionally hires her friends sewing machine during school holidays to make school uniforms which are on demand during that period and supplements the demand with a second hand clothes for kids business. The family has a One acre piece of land but it is hardly productive. Chris Major source of income is his #bodaboda business with gets his an average £6 per day. 
 
Every morning Chris ensures Ken and Naliaka are in school by 6.30am and will come pick them up for lunch at 12.40pm on his boda boda . Teresa hosts the kids for lunch at the banda after which Ken walks back to school to complete his day in school. After school, 5pm Ken usually comes to the banda to play with his siblings .. Ken and Naliaka are close and learn a lot of each.During class breaks , Ken makes sure his sister has had Mandazi courtesy if his Dads ksh 20 per day break time pocket money. Naliaka chills for her Brother after her noon school days are done plays with other friends at the ECD centre till 12.30 when the school breaks for lunch. By then Ken is done with class and Dad comes to pick them Up. Dad is never late thanks to the school bell which is loud enough and is heard half km away. ( seriously am joking 'the bell thing' but it might be true, myth has it) 
 
Chris loves his kids and believes the school has what it takes to give his kids a better future. His former primary school classmates are in major Urban centres and are successful. He often shares with his former class 8 Desk mate Zakayo who is a Doctor, works Mombasa but is also his next door neighbor. Chris helps keep an eye on Zakayos property. Working in Mombasa means Zakayo is seen Western Kenya twice a year and hardly stays for a week, they text at least once a week. Teresa once organized an anti jigger campaign at the school when Ken was in Class 3 and invited Zakayo who volunteered with a few of his colleagues and offered a free medical camp at the Primary school.
 
Zakayo and Terasa have been seeking for a way to reach out on the community regarding the spread of skin disease among kids in their community. The last time Zakayo visited, five months ago, he noticed Ken had a severe case of skin diseases, on asking, Teresa said that one of the teachers from Ken's school who is her regular customer at the banda told her it was a common trend he sees with kids his age. After a deep discussion Zakayo revealed to her that her second hand clothes business might be the source of this infections. He advised Teresa to put the second hand clothes business on halt till the root cause of the infections and spread is contained.
 

 

UNDERSTRANDING THE ROOT CAUSE TO THE PROBLEM


" The first barrier to learning for all is rigid school policies. The curriculum is set in such a way that you have to cover a certain amount of the syllabus, regardless of comprehension." - Ann, teacher, Nairobi, Kenya

in a recent interview Dr. Sara Ruto (Regional Manager of Uwezo E.A.) on being asked :
"If you were able to invest more time and money in reforming Africa's education systems, where would you start?
Sara: Arguably the most dysfunctional education systems, especially public schools, are to be found in Africa. This is related to a bigger problem that is twofold: a washed away value system and lack of imagination. It is herein I would invest my time and money. Values do not rest on the state; they rest in the individual and are 'lived'. Often they are called the 'soft skills' of having integrity, being accountable, and truthful. If the teachers lived this, together with parents and children, we would have the recipe to address the core issues. System reforms are missing out on the core problem, and investing more in the symptoms."
 
 

TOWARDS DIAGNOSIS -reading solutions from symptoms

The current education system has (put) restraint impact on improved quality of life outside the school sets ( mean grades,exams, test expectations) and individual development of life skills is minimal and dependant on a particular school’s culture or teacher’s will. The student is then left to explore with limited creative tooling. Subjects such as art, crafts, music, agriculture, home science and business studies are non-examinable, thus psychologically they are less important, and less time and emphasis is put on them. This is the gap in the education system that rural web radio terms as working space.
This web tool will leverage on the Kenyan government’s commitment to facilitate digitization of its education system. With time, it is envisioned each public primary school will have an online presence / website
 
References 
  1. Inequities in early childhood development, what the data say - unicef 



.......

Who will benefit from this idea and where are they located?

The behavior of children regarding sanitation facilities and activities like bathing, hand-washing, and general hygiene reflected what their older peers did, irrespective of their school-going age. How might we approach such behavioral attributes and change them from the bottom up, in both cases: these community adults and the young school going kids? This web "radio" uses tools available within the community, such as mobile phones, pen and paper, community radio's .

How could you test this idea in a quick and low-cost way right now?

* getting sets of piloting schools - talks are on going with policy makers both on local government and policy level , 7 primary schools are already secured and data is available for a test run.

What kind of help would you need to make your idea real?

Designer and Developers teams - willing to work remotely .. And some one familiar with communication for social change . subject matter experts with communities and politics. Good feedback and examples of what worked on this line of thought to facilitate learning . What didn't work and why it was so

Is this an idea that you or your organization would like to take forward?

  • Yes. I am ready and interested in testing this idea and making it real in my community.

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Photo of An Old Friend
Team

Wekesa, is this different from the community radio program you had posted earlier? I would like to contribute to the radio program!

Thanks,
Alex

Photo of wekesa zab
Team

Alex It more of a visualization tool.
It interesting to note that am working around the communities and Radio is one of the elements I have chosen as a reach out tool -

How are primary school radio classes and community radio in rural Uganda ..
What is the levels of engagements between community radio and the school communities, do we have radio programing for kids and parents in rural Uganda?

Photo of wekesa zab
Team

Halo Alex..
To give you a picture of the tool here is an open data tool example . am learning from its challenges..
https://visualisingadvocacy.org/blog/should-schools-be-closed-learning-schooloscope-opendata-post-mortem

Been talking to open data fox hopefully we going to get some progress on setting the point straight..

Thanx Alex.

Photo of Chioma Ume
Team

Hi Wekesa, thanks for sharing the link and continuing to work on this idea. As you start to get a clearer sense of what the tool you'd like to develop might do, it would be great for you to add that information near the beginning of your post, so that people can easily see what you are hoping to focus on. Looking forward to seeing what you come up with!

Photo of wekesa zab
Team

Halo Chioma ..am good here .. I wanna reachout to folks at the UK policy lab .. And findout more on why and How the Schooloscope might have been pivoted to a much "inclusive - accommodative" data tool .. Working on getting information designed to communicate too ..
Thanks for your feedback ..
:) ..

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